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^^ Jiinbergarfen. 



A MANUAL 

FOR THE 

Introduction of Froebel's System 
of Primary Education 

into 

PUBLIC SCHOOLS; 

and for the use of Mothers and Private Teachers 



BY 

Dr. ADOLF DOUAI. 



:lL^ 



With 16 Plates. 



/ 
NEW YORK: 

E. S t e i g e r. 

18VL 




L6//77 
.D7 



Entered, according to Act of Congress, in the year 1871, by 

E. S t e i g e r , 

in the Office of the Librarian of Congreis, at Washington. 



Steiger. New York, 
Printer and Electrotyper. 



Normal College, 

BROADWAY AND FOURTH STREET. 

New York, January 1^ 1871. 

I have carefully examined Dr. Douai's work entitled, 
' ' The Kindergarten. A Manual for the Introduction of Froe- 
heVs System of Primary Education into Public Schools ", and 
think it thoroughly adapted for the purpose. It is simple, 
clear, child-like and progressive. In the hands of a good 
teacher, it must be productive of the very best results by 
infusing among the children a love for school and for study. 
Human happiness and self-government are the basis of 
FroeheVs System; and Dr. Douai, by means of instructive plays 
and cheerful songs, has fully carried out the spirit of the 
great German. 

The Committee on the Normal College has adopted the 
Kindergarten system, and employed Dr. Douai to give the 
necessary lessons to the pupil-teachers of the College. 

THOS. HUNTER, 

President Normal Collcj'c. 



f elicr from Jliss ifi5Qfclll |). llcaEoJy to lUe luMisfier. 



December 15, 1870. 

Mr. Steiger: Allow me to express to you my joy at learn- 
ing that you are to publish a work of Dr. Douai's, containing 
the movement plays of the Kindergarten, That gentleman, so 
favorably known for having made, in the years immediately 
preceding 1848, the Duchy of Altcnburg one of the best edu- 
cated portions of thoroughly educated Germany, was one of 
the first to appreciate the scope and value of FroebeVs Kinder- 
garten. — I think it was in 1859 that he founded the first Ame- 
rican Kindergarten in Boston. — It was a private school for 
Germans, and did not comprehend all the nicety of FroebeVs 
plan. Dr. Douai has subsequently made this his own, by 
importing a German teacher, trained in one of FroebeVs Nor- 
7nal Classes, to instruct himself and daughter in those details 
which it is quite impossible to do justice to by a book. But the 
teachers who are trained by the living word, need manuals like 
the present one, to relieve them from the exhaustion of per- 
petual invention while teaching ; and also as reminders of the 
order and gradualism of the Practical Exercises. 

I am thankful that the School Board of New York has 
availed itself of the assistance of Dr. Douai in presenting to 



the public this new Method of Education, which not only en- 
sures healthy physical development, but trains the artistic 
imagination, the scientific mind, and the skilful hand ol' labor; 
— and this — without taking the child out of the innocence of 
the childish sphere of imagination and aflection. 

The Kindergarten is a child's icorld, corresponding point 
by point with the adult world; and yet does not deprive chil- 
dren of their beautiful and harmonious infancy, but lengthens 
its term. The play of it rehearses all the serious occupation 
and beautiful morality which ought to characterize society, 
combining ' ' the soul of the saint and the sage with the artless 
address of the child." 

I hope Dr. Douai will be called all over the country to re- 
peat everywhere the lectures which are about to prepare for 
permanent Normal Instruction in FroebeVs Art and Science, as 
a department of the Normal College of New York city. 

Yery respectfully yours 

E. P. PEABODY, 

FOLLEN STKEFT, 

Cambridge, Mass. 



INTRODUCTION. 



To Teachers. 

This little book is intended to help teachers to direct 
Kindergartens on a larger scale. It is proposed that here- 
after all our Primary Schools shall begin with a course of 
Kindergartening, and that classes of from fifty to a hundred 
small children shall be gathered into one Kindergarten. Froe- 
beVs excellent system has, thus far, not been tried on so large 
a scale, and whenever it shall be, it will be necessary, that the 
class should be temporarily subdivided for different exercises. 
But one expert teacher may be sufficient for even a very large 
class, if she is aided by a number of unpaid assistants, pupils 
of a Normal School who thus learn the practical art under 
direct supervision. In this way the beneficial influences of the 
system may be brought home to every child. The author of 
this book has, therefore, embodied his experience of more than 
ten years' Kindergartening with larger classes, for the benefit 
of those teachers who wish to make themselves familiar with 
the system. 

We do not mean to supersede two other valuable works on 
the same subject, intended for mothers and teachers, we mean 
Miss Elizabeth P. Peabody and Mrs. Horace 3Iann's "Kin- 
dergarten Guide" (Schermerhorn, New York, 1869) and Mr. 



— 2 — 

Echo. Wiebe's ''Paradise of Childhood" (Milton Bradley & Co., 
Springfield, Mass., 1870). We rather recommend them to the 
perusal of all teachers and mothers who have their pupils' 
welfare at heart. But our book Has several peculiar features 
which render it especially useful and supplementary to the 
above works: 

1. It is adapted to the wants of large Kindergartens and to 
the practical training of the pupil teachers of Normal Schools 
into Kindergarteners under the guidance of one expert teacher. 

2. It contains selections in two languages, the English and 
German. Thus it is of use in Kindergartens in which either or 
both languages are spoken and promotes the learning of those 
two languages by the same children at the same time. 

3. The collection of pieces embraces, besides the choicest 
selections of poetry, song and tales, found in other German or 
English books of the same kind, many valuable new ones. 

The fundamental idea which led the great educator Fre- 
derick Froebel to the invention of the Kindergarten ("Chil- 
dren's Garden") was, to render the first schooling attractive, to 
connect learning with pleasure, and to make mental food as 
much conducive to mental growth, as bodily food is to bodily 
growth. At the same time, moral education was to be facili- 
tated by making the youthful learners as happy as possible, so 
that they should need the least possible discipline from Avithout, 
their occupation disciplining them from within and prompting 
them to create order. 

The first condition thereto was, of course, association of 
children with children. Man being a sociable creature, and 
children even more so than adults, the former can be really edu- 
cated, that is to say, developed into veritable men, men in the 



— 3 — 

full and harmonious exercise of all their faculties, solely by asso- 
ciation with other children under the guidance of an educator. 

The second condition was, that the place of assembly should 
be attractive, inspiring and congenial to child-like instincts, a 
little garden and, adjoining, a large room, lofty, airy, adorned 
with greens, flowers and, if possible, a fountain, nice pictures, 
etc. Till the time shall have come, when the education of all 
children with the best means of the art, and up to the highest 
standard of the science of Pedagogy, shall be felt as the sacred 
duty of all political communities, the above condition may be 
dispensed with to some degree, and may be considered as ful- 
filled, if the room is large enough; to wit, if it contains, besides 
sufficient seats, little chairs or low settees for the children, a 
sufficient number of low tables, and a sufficiency of space to 
carry on gymnastic exercises and running games. As far as 
the means allow, the hall may be adorned with flowers, or gar- 
lands, flags, pictures and other attractive objects, chiefly from 
nature — but this is not a matter of primary importance. 

Tlie third and most indispensable condition is an effective 
lady Kindergartener, who has studied the science and art 
formulated by Froebel. As it was the idea of Froebel — and a 
very commendable one, too — that every mother should be an 
educated Kindergartener, so as to be able to begin the system 
in its rudiments at home, he cannot have intended to demand 
unusual faculties and talents Irom future Kindergarteners. lie 
must have supposed, that the female mind was, if fairly edu- 
cated, in itself a guaranty of success in this task. And, indeed, 
every young woman, possessing a habit of reflection, some 
energy, a cheerful, conscientious character, a true love for 
children, and a common school education, may, with some prac-. 



— 4 — 

tical experience and theoretical knowledge in this branch of 
education, succeed in it well enough. A tolerable voice, pure 
and strong, and some musical training (so as to accompany 
with the piano) are also indispensable for large classes. Let, 
therefore, no teacher, who wishes to prepare herself for this 
highly useful branch, be discouraged by the more apparent 
than real difficulties, which FroebeVs rather philosophical ideas 
in regard to his system suggest to the beginner. Her habit of 
reflection and her cheerful energy wiU go far toward obviating 
all difficulties to be encountered. 

The fourth and last condition to successful Kindergarten- 
ing are good toys, playthings and games — presented in a 
serial order. They can be had from E. Stciger, or may be 
imported from Germany in any selection which is prefer- 
able, according to means and the number of children in the 
class. 

But the idea of making the first school as attractive as pos- 
sible, was not the only one with Froebel. Play and happiness 
should subserve a most serious purpose, that of unfolding all 
the various powers of the body and mind, just at the time 
when they are most susceptible of a harmonious growth, most 
eager for development, and most pliable in every direction. It 
is comparatively easy to keep even a large number of children 
occupied with a variety of amusing plays and games, which in 
themselves contain elements of instruction and discipline. The 
teacher need only divide her little band into sub-classes, accord- 
ing to age and preparation, and employ every class with 
different toys and games, and then change them whenever 
the children grow tired and unruly. Besides, matters may be 
so arranged, that for a couple of weeks she may have to do 



— 5 — 

with one or two sub-classes only, and set them at work before 
several more sub-classes are admitted. The peculiarity of the 
Kindergarten is, that the play is always to be turned to a use- 
ful account; slumbering faculties are to be awakened, drowsy 
inclinations to be enlivened, attention and reflection to be cul- 
tivated, and good habits to be fostered in the individual. In 
this there is no end of learning, no acme of perfection. The 
best of talents can never accomplish too much, while a con- 
scientious and hearty energy will go a great way toward the 
aim. The means furnished to this end by Froebel, consist in 
Object Lessons, mental and bodily gymnastics, the charms of 
poesy and music, and conversation which is conversation 
and not dogmatic dictation in ever so soft a tone. 

We need not enlarge here on the purposes and uses of Ob- 
ject Lessons; we may refer our readers to the ''Kindergarten 
Guide" and to Mr. Calkins^ book on "Object Lessons" for 
more complete information on this subject. We shall here 
call attention to one thing only, to wit, the reasonable demand 
of Pedagogy, that all instruction, and even all play whatso- 
ever, should be made an Object Lesson. The five senses are 
first cultivated, to furnish the mind with correct and complete 
impressions of the objects of the outer world. The child will 
not see, hear, feel, smell and taste all the features of an object, 
before its attention is called to them by questions and answers, 
and before it can express in a somewhat correct speech what 
its senses do perceive. But after it has once learned to ex- 
amine all objects for new impressions on its senses, it will per- 
ceive and observe a hundred features about even familiar ob- 
jects, which other children, and even adults, do not find out. 
A live cat, for instance, is a very familiar object; but how 



— '6 — 

many children, before their attention is drawn to it, will know 
that the pupil of the cat's eye is of the form of a lens seen side- 
ways, that it widens and contracts very much, that the eye- 
ball is of a greenish color, the white of the eye-light green, or 
else not very white, the eye-ball very convex, the eye-lids 
mostly half-closed, covered with short hair outside — and so on 
with a dozen remarks about a cat's eye, to say nothing of hun- 
dreds of perceptions on the rest of its body, the habits of the 
animal, etc. It is the greatest triumph of the teacher, to 
make children feel a lively pleasure in exercising their senses, 
in examining every object under their observation, and able to 
express all their perceptions in intelligible language, until they 
can rather coherently speak on objects within their own ex- 
perience. What a perversion of the power of language, to 
make children talk of things which they know from hearsay 
only! but what a glorious achievement to make them see, 
hear, feel for themselves and then speak out their minds. 

Besides the power of the senses and of speech, reflection is 
to profit from Object Lessons. A teacher who is not herself in 
the habit of reflecting both on objects and her pupils' wants, 
can not, of course, engender reflection in them. Only the like 
begets the like. In the poetic and prosaic exercises we have, 
here and there, pointed out to the beginner what questions 
would be likely to elicit reflection and correct answers. By 
the examples given the teacher may easily be guided to invent 
questions of the same kind. A minority of children, especially 
in well-to-do families, Avhcre adults are in the habit of talking 
much with them, learn reflection, as it were, of themselves; 
it is they who, instead of waiting for the teacher's questions, 
rather trouble her with their inquisitive turn of mind. Now, 



— 1 — 

they must not be reduced to silence, as long as their questions 
allow of a reasonable answer and are to some purpose, especi- 
ally, if they belong to the subject matter-in-hand. But, instead 
of answering them herself, the teacher ought, as much as pos- 
sible, to make the cliildren answer their own questions. The 
majority, however, are not given to reflection, but must be 
stimulated to it by the teacher's questions. It is with them 
that Object Lessons are most beneficial. The beginning in these 
lessons, in FroebeVs system, is made with the First and Second 
Gifts, consisting of a ball and a cube. But these gifts being 
adapted to children on the mother's lap, and small classes of 
very young children only, we refrain from going into the de- 
tails of this exercise, which are described in the "Guide" and 
"the Paradise of Childhood." In larger classes, Object Lessons 
best begin with tables, chairs, settees, and the rest of the 
school-furniture, and all the subdivisions of the class may be 
occupied together in the same exercise, as follows: The young- 
er ones must repeat, on command, the answers of the older 
ones, now in chorus, then individually, each child in its turn. 
Questions like the following: "What does the table consist 
of?" "What is every single part of it called?" "What pro^ 
perties of form, color, size and proportion has it?" and the 
like expressed in the simplest language, may be addressed 
to the whole class indiscriminately. But questions like these: 
' ' Why the table consists of a flat part and a frame below on "* 
legs?" "Why there must be more than two legs to a table 
or else a very broad or heavy one?" "Why the top of the 
table must be level and smooth ?" "If and why the legs may 
a.s well be rounded otr as four-sided?" "Why they must be 
equally long?" "Why the tables are sometimes provided with 



— 8 — 

a drawer ?" and a great many more similar questions, will lead 
the older sub-classes and some individuals of the younger to 
reflection. At the same time, care must be taken to have an- 
swers given in complete sentences, as for instance: "The table 
has a drawer, to put things out of the way." The younger 
sub-classes must repeat a number of times every name of a 
thing or a quality, in a short sentence, as : " this is the top of 
the table", "this is a table-drawer", "the table is oblong", or 
"it is square", or "it is circular", or "it is oval"; and their 
attention and reflection are exercised by correctly discriminat- 
ing between the terms given. Half an hour will, as a rule, be 
the greatest length of time, to which such an exercise may be 
extended, without wearying the attention of the classes. 

The Third, Fourth, and so on to the Seventh and Eight 
Gifts, Avhosc description may be seen in Wiebe's book, are 
adapted to the wants of the youngest sub-classes containing 
children of four and five years, and a few of the most backward 
of an older age. The teacher, when introducing a new gift for 
the first time, must gather them round a table and devote half 
an hour's time to the explanation of the object by questions and 
answers. She encourages imagination and invention by calling 
on the pupils to construct with the given forms all other forms 
possible, and to tell what they look like in the outer world. 
Meanwhile the other sub-classes are engaged in play around 
other tables, with such gifts of a higher order as will keep 
them, for that space of time, sufficiently interested, and may 
be allowed to talk, perhaps, in a low tone. At the end of the 
lesson with the one sub-class, the teacher should examine the 
work done by all the others, should elicit correct answers and 
commend the best inventions. Thus each sub-class will have 



— 9 — 

its turn in an appropriate Object Lesson and oral exercise, 
while all may be easily watched. The Tenth, Eleventh, and so 
on to the Nineteenth Girt inclusively, are appropriate to sub- 
classes of from six to seven years, while the Twentieth (Material 
for Modeling) and the drawing on slates of things from memory 
in a recognizable style, require a sub-class of seven years on an 
average. The great variety of plays invented by Froebel, with 
building blocks, colored papers, sticks and chips of wood, sticks 
or wires and soaked peas, worsted-stitching on perforated thick 
paper, weaving of strips of one color into slitted paper of an- 
other color etc., tend to develop the sense of form and propor- 
tion to such a degree, that the inventive faculty is imperceptibly 
developed, so that -the children may soon draw on slates, or 
model, in some pliable substance, a great variety of objects so 
as to be recognizable. This important ability must be encour- 
aged by preserving the best models and drawings and exhibit- 
ing them. 

We here mention, by the way, that physicians and ex- 
perienced teachers coincide more and more in the view, that it 
is very wrong and unsafe to put children of less than seven 
years to the first exercises of the Common Primary School, 
especially if a session lasts more than four hours a day; and 
that nothing is lost, but much gained in the time and force of 
children, if they are kept in the Kindergarten till that age, al- 
ways allowing a very few exceptions of children who are very 
robust and earnest. 

The mental exercises, of which we are now to treat, are no 
less Object Lessons than all the other exercises of the Kinder- 
garten; but the objects here under consideration being in the 
imagination of the children (i. e. objects which are recollected), 



— 10 — 

we call these exercises by the particular" name of mental gym- 
nastics. Their especial purpose, besides that of all Object 
Lessons, is to enliven Imagination by awakening in the me- 
mory the pictures of objects of the outer world with all their 
features, and by applying the influence of Music and Poetry 
toward their legitimate ends within the youthful mind. It is to 
these mental exercises, in which, for the most part, all the sub- 
classes may be simultaneously engaged, that the greater por- 
tion of this book is devoted. Our little collection of pieces is 
divided into three parts: 1) Pieces of child-like poetry with 
appropriate tunes; 2) Pieces of the same without song, to 
be learnt by heart; 3) Child-like tales. 

Not all children are sufficiently strong in imagination; in- 
deed, a small percentage only of them arc. And yet, it is just 
this faculty which is indispensable in the study of languages, 
of mathematics, history, natural sciences and arts. It is best 
strengthened by conjuring up in memory objects from within 
the child's experience, which are agreeable to recollect, easy to 
reproduce and describe, and surrounded by the charms of Poesy 
and IMusic. Most books on Kindcrgartening contain either too 
little of this class of exercises, which besides their attractiveness, 
accord a beneficial change of instruction, or a too rich and, 
therefore, a less carefully sifted collection. 

Before one of the pieces under I. is taken up, the teacher 
will recite the little poem entire. Next, she will ask the chil- 
dren what it means, explaining such expressions as are new 
to them, by questions and answers, and making sure that all 
the members of the upper sub-classes understand everything in 
the piece. It ought to be a sacred rule of every teacher, never 



— 11 — 

to make her pupils commit anything to memory, which is either 
altogether beyond their conception, or else not sufficiently 
brought home to their reflection and understanding. Even the 
poetical beauty in the given piece ought to be impressed upon 
the youthful mind; and a few of our notes to the several pieces 
will serve as examples, how that may be done in a natural and 
child-like way. 

The next task of the teacher is to impress the whole piece 
upon the memory of the class, by reciting, three or four conse- 
cutive times, two lines at a time, taking care that the sense be 
not disturbed, and by repeating the two, four, six lines already 
learnt, with the wlu)lc class, till every individual of the first 
sub-class can correctly repeat the piece from memory. The 
lower sub-classes will learn the piece, without any particular 
effort of theirs, by and by, it being many times repeated in the 
course of one or two years. Next comes the tune, Avhich the 
teacher sings for them three or four times with the words, till a 
number of her pupils can correctly imitate it. There is always 
among the girls a majority who can do that soon, if the tune 
is not complicateil, and among the boys at least ten percent 
who are able to do it, while the rest of the children will accom- 
pany the song in a rather unnmsical recitation of the words. 
They may be permitted to do that, provided they keep their 
voices down to a whisper; in this way they will better enjoy the 
piece. This singing is a great feast for them, if the tune is not 
stale. As soon as one or several such songs are committed to 
memory, the exercises of each morning or session ought to be 
opened and concluded with one of them, to make the class 
cheerful; and likewise other exercises which threaten to become 
wearisome, must be interrupted by singing, while some of the 



— 12 — 

gymnastic exercises and most of the games are rendered rhyth- 
mical by song. 

The Uttle pieces under II. are treated in a similar manner. 
The teacher first recites the entire piece, explains its single 
parts by questions and answers, draws attention to its charms, 
elicits moral truths from its contents by drawing them out of her 
pupils. She repeats and makes her pupils repeat a couple of 
lines at a time, first in chorus, then by individuals, until the 
whole piece, or if it is too long for one lesson, part of it is com- 
mitted to memory. The majority of the class will first keep only 
a few snatches of the piece, but by frequent repetition in later 
times will, without any effort, be found to have appropriated the 
whole or most of it. When individual children repeat the piece, 
care must be taken that they say it slowly, distinctly and impres- 
sively; when they say it in chorus, and therefore strictly rhyth- 
mically, they ought to be prevented from swallowing up final 
syllables and from hurrying on. The remarks of the teacher 
and the correct answers of the children, given on first learning 
the piece, ought to be reproduced, when the latter is repeated. 
In short, whatever is done in the Kindergarten, is worth doing 
well, that it may last in the enchanted recollection of the pupils 
for ever. 

The pieces under III. have, besides the uses of the foregoing 
pieces, the purpose of exercising the children in the power of 
coherent logic and speech. These little tales are told by the 
teacher two or three consecutive times, when the children have 
to relate them from memory, using as much as possible their 
own words. Only a very few of them will, from the outset, be 
equal to the task, but their number will grow in time, if the 
teacher helps the staggering language along by questions and 



— 13 - 

answers. To interest in the exercise that portion of the class, 
which cannot yet speak coherently, the teacher makes them 
repeat the story by questions and answers, a practice which we 
need not explain. These tales have all a moral object, besides; 
moral truths ought to be drawn from them, which on question- 
ing should be stated by the children themselves, repeated and 
corrected by the teacher and then enjoined in few but impressive 
words. The number of such stories here given is small, because 
the teacher can easily find others. But they ought to be child- 
like, to really interest the tender age, to be clad in simplest 
language, and their moral to remain within the experience of 
childhood. It is one of the greatest blunders of educators, to 
enjoin duties and to preach moral truths to children of so young 
an age that their acquaintance with life and its obligations 
must be very Umited. Children are, in this way, obdurated to 
the charms of morality and religion. 

Where in Kindergartens the two languages are used simul- 
taneously — which is by far the easiest way, not only to teach 
a plurality of languages, but also to teach the mother tongue 
more correctly, (it takes, indeed, no more time and force to 
learn two languages well in this way than one in the common 
way), two native teachers ought to be employed in preference 
to one who speaks both languages: but they may alternate in 
the exercises, so that only one at a time need be engaged in this 
class. Different persons for each language are preferable, for the 
reason that children are thus more easily prevented from min- 
gling their expressions in a jumble which is neither language. 
But most teachers will be so ambitious as to learn both langua- 
ges, in order that they may not remain behind the children, and 
that they may occasionally step into the place of the other 



— u — 

native teacher. The acquisition of the foreign tongue is facili- 
tated, even to the teacher, by this book and the Kindergarten. 

Among the mental gymnastics the following exercises also 
should find a place: 

Committing to memory the numbers in their series from one 
to one hundred. This is best done by means of Object Lessons. 
The panes of the windows, the tables, chairs, settees, children 
etc. are counted. Addition and subtraction of one at a time, 
later of two, of three or more at a time, are practised by 
means of the sticks. 

The series of days in the week, of months in the year and of 
the seasons are committed to memory, together with the num- 
ber of days in the week, in the several months, the year, of 
weeks and months in the year and the quarters of a year. The 
telling of the time by a watch may conclude this series of exer- 
cises, which are adapted to the understanding of the highest 
sub-class only. 

The simplest Geometrical regular bodies and figures, begin- 
ning with the former, may also be made an Object Lesson; this 
lesson is well prepared from the beginning by means of the first 
series of Gifts. The children must tell how many sides, edges, 
corners and angles a cube and a parallelopiped (four-sider) 
have, how many a three-sided prism, a three-, four-, five-sided 
pyramid; that the globe has one circular (globular) side only, 
the oval has beside two ends, the half-globe has two sides, a 
globular and a flat round one, and one circular edge, the cyl- 
inder two of the latter, and a cylindrical side, the cone one flat 
circular, one conical side and a point. Next the figures, begin- 
ning with the rectangular triangle; Avhat a right angle is, must 
be exemplified in various ways, the pupil telling Avhat rectan- 



— 15 — 

gular figures he sees in the room, and distinguishing them 
thoroughly from acute and obtuse angles. It depends altogether 
on the interest, which the pupils are able to find in these exer- 
cises, how far they shall be carried; but they are to be confined to 
the sensible objects, never allowed to go over into the abstract. 
Natural objects, — plants, animals and their products,— re- 
quire for a thorough Object Lesson a great many Geometrical 
expressions and can, therefore, be introduced with full advan- 
tage only after the last named series of exercises, and even 
then only to a small compass. 

The gymnastic exercises of the age here concerned ought to 
be the lightest kind of gymnastics. Their purpose is threefold: 
1 ) To relieve the strain on mind and body, brought about by 
exercises carried on in a standing or sitting posture; 2) To 
develop the health of the pupils and an easy, graceful and safe 
use of all their limbs; 3) To arouse in the children the love for 
rhythm, energy, order and pleasant conduct even during 
nervous excitement. To subserve all these ends, they ought to 
be accompanied either by songs or by the piano (chiefly 
marches) and to alternate between standing and marching 
exercises. Any good book on light gymnastics may be used, to 
select from the number of exercises, there depicted, the simplest 
and easiest in some variety. We can here call attention to the 
importance of a few only. Most children of that age have an 
imperfect gait. Some bend over with the right or left foot; some 
turn one knee or both too far in or outward, and so with the toes; 
some tread on one sole only and use only the fore or afterpart 
of the other foot; some stoop in walking or sitting — very few 
indeed walk, stand and sit straight and gracefully. It requires 
a great deal of attention on the part of the Kindergartener to 



— 16 — 

weed out all such defects; but patience mil succeed. Another 
indispensable Kindergarten exercise is that of bending the 
upper body only, while the lower stands firmly on two soles, 
legs closed, heels together, toes out; the bending to the right 
and left and, with stiff knees, in a half circle forward and 
backward, if properly executed, greatly relieves a body weary 
from sitting, and gives, on account of its working on the dia- 
phragm, vitality and energy. Again, few other exercises con- 
duce so much to an easy, graceful bearing of the body as bal- 
ancing, of which we shall here point out a number: 

Standing alternately on one foot, the other being drawn 

up by degrees, till the knee is at right angles; 
Hopping alternately on the forepart of one foot (never on 
the heels, or sole, on account of danger to the brain); 
Lifting the body on the toes of both feet put closely to- 
gether, balancing it on the heels, and these two exer- 
cises alternately; 
Shifting the posture of the feet, when firmly on the ground, 
from the first position (legs closed, heels together, toes 
out) to the close one (toes close to each other) and 
back, and again toes out, till the feet form one straight 
line, while all the rest of the body remains immovable; 
Balancing the body alternately on one knee, one foot stand- 
ing one step forward, and both firmly on the ground, 
while leaning with the whole upper body, as far as pos- 
sible, back and forward; 
Moving with parallel feet, a few inches distant, to the right 
and left, while lifting the straight, immovable body alter- 
nately on the toes and heels; it may be done quicker and 
quicker. 



— n — 

Among the exercises of the muscles of the arms and their 
single limbs in all possible positions, there is scarcely anj^ one 
superfluous; Ave direct especially the attention to an alterna- 
tion between powerfully spreading all the fingers and firmly 
closing the fists with stiff", horizontal arms. Likewise, with 
the same position, the bending the fist at right angles, forward 
and backward, upward and downward, and the turning of the 
stiff", horizontal arms round their axes. These exercises tend 
toward strengthening the muscles necessary for penmanship 
and drawing. 

Among the dancing exercises, we recommend the rhythmi- 
cal walking on the forepart of the foot, one, two, or more steps 
forward and backward, with or without wheeling the body. 
A reflecting teacher will easily find for herself a number of 
such amusing, healthy, and beautiful exercises which put no 
too great strain on the physical endurance of the young. Of 
course, every exercise ought to have its particular name, so 
that the teacher's short word of command may set all the little 
band at once into the desired motion or position. Whatever 
is done, ought to be well done; the children ought to be aware 
of what is beauty in human movements; their energy ought to 
be aroused; they should feel the most lively pleasure in using 
all their limbs well and gracefully, rhythmically and obediently. 
Gymnastics ought not to be converted into fun or farce. The 
smallest sub-class, and especially clumsy individuals, ought 
to have, from time to time, when the other sub-classes are 
strictly engaged, a separate gymnastic instruction, so that 
they may be gradually broken into the class routine. Thus a 
conscientious Kindergartener cannot fail to endear herself to 
all her pupils as much as a mother. 



— 18 — 

The last kinds of exercises peculiar to the Kindergarten, are 
running and walking games, connected with song. We shall 
here describe a number of those invented by Froebel, whose 
very simplicity recommends them to children. 

The teacher will have to talic care that the above great 
variety of exercises and the games below may succeed each 
other in such a way as to prevent weariness of the children, 
and to keep them constantly happy and engaged. Thus a 
habit is formed of shunning idleness, and of considering work 
but another kind of play, and of loving play for the sake of its 
usefulness. Children so prepared for, at least, one or better 
two, or three, or even four years, will advance most rapidly in 
the elementary exercises of the Primary School, and will, on 
the whole, be much better prepared for the great school of life. 



19 — 



A. — Kindergarten Games. 



1. Cradling. 




hold and dniw h 
l)ebt'8 tie Xaw - te 



for - ward, 
tuie » ber, 



thus 



child maj' 
^inb = djen 



:^--Mz 



=1: 



:=|: 



\z 



not be hurt, 
nidjt t^ut »tie^, 



but can 

nur jur 



have 
fuft 



pleasant sport. 

t^m ge = fd)c^. 



The Teacher places the child before her, puts its feet against 
hers and bids the child hold its body and limbs quite stiff. 
She then takes its hands in hers and seesaws with it to the 
words of the song. 

The same is played by the children ranged in pairs opposite 
to one another, their toes touching, legs straight, holding hands 
with arms outstretched and drawing one another seesaw to 
the words. 




S. BakiHi 



=:1: 



:=1=:1^ 



m 



^- 



--=\-- 



:=^ 



Children, 
^in = bcr, 



let 



Icn 



try 



to 



bake 
fu » d)en, 



now for 

unS ju 






bacf 



sav 
ci 



- ry 
ncn 



-M- 



^^ 



iz1=:: 



^- 



cake ! 



Strike 



and 



roll 

patfc^ 



the 

ben 



20 



:3=« 



^ 



TfT- 



^E^E^S^i^ 



dough quite flat. 



Ba - ker says : 
S3a = dtv jogt : 



- nough 
nun ift 



of that ! 
e8 jatt ! 



-J ^ 



it»: 



:it== 



bring now soon the cake to me, or the 

bring' mir bod) ben ^u = d)eu balb, fonft loirb 



:S=]t 



I^F 



3p: 



:i^ 



oven grows cold, you see. 
\a ber D -- fen fatt. 



Ba - ker, here, put 

S3a ' cfer, I)ter ■ ift ber 




in the dougli, bake it nice, for I like it 

jlu = d}cu fctn, bad' i^n frf)on fiir niein ilinb = d)cii ftctu ! 



So that the cake shall be 
33atb joU ber tu = d)cn gc 



nice - ly brown, 
ba ' den jcin, 



^—— 1 ^^^-1 


1 — h IS r 




^ 


m 


_ 


\ 


p 


' ^ w . 1 




^ — 


— ha — 


— ^ 


Ik . 


^ 


_1^ — J_ 


—:J — 


-^ 


. 




— i^ — 


—)^— 








—m — 


_^_ 1 





deep in the 
tief in ben 



D 



fen 



I put it down, 
f^teb' id^ i^n ein. 



The movements of kneading and rolling the dough are im- 
itated, the teacher showing them, the children following; once 
or twice clapping hands, and finishing by pushing both hands 
forward. 



— 21 — 
3. Climbing, 




:=|: 



izjt 



-p — ^_ 

1 — 






Lit - tie boy climbs on tbe tree, oh so 

©tetgt ta^ SSiib = Ictn auf ben 33aum, o fo 



Iff: 






:p=i: 



2:;^: 



-P-- 



high, he looks so wee! 
1)0(1), man fiel)t e« faum ! 



hopp - ing like 
I)Upft »on 2(ft 



JU 



spar - row, 
2left = d)eti, 



Iff: 

:t=: 



:r=i: 

-I- : - 



=1 1-~ 



met 

ppft 



ry 

in'« 



like a 
i8o = get 



swal - low. 
ncft = c^en. 



Ho, 



he's laugh - ing, 
ha Iad)t e«, 



:=l: 



itz: 



:p — ^- 



It: 



ffnizsi: 



snap! a crack - ing! plump! lies he be - low here! 
ct, t>a hadjt c«, plunip«, ba liegt e3 utt » ten! 

The left arm with hand and fingers spread imitates the 
tree, the right hand represents the climbing and hopping boy; 
with the word "plump" the right arm sinks suddenly down, 
the fingers pointing to where the boy has fallen. The teacher 
shows every movement first. 



4. JVestting. 






On the branches, 
3n bte ^erf ^ en, 



auf 



the 
bte 



hushes, 
2left = d)en, 



builds 
bout 



=:is: 
:il- 



: — ^ — s: 



:=1^ 



:qir 



the 
bcr 



bird 
35o 




eggs so small, out 
6i = er = letu, brii 



two lit - tic lin - nets crawl, 
tct brans 3roci SBo « ge > tein, 



— 22 — 



:— =^ 


-i5= 


--i~r^^-- 


r — e- p =1 


~^- 


- — m — 


they 
ru = 


call 

fen 


J^-M -— 1 

on mo - ther: 
bie aJiut = tcr: 


i^ i»^ i^ 

' hear, hear, hear, 
pip, pip, pip, 


mo - 
2«ut 


ther 
- ter= 


: 1^ 


~~r~ 


M 


:• ■•- ■»■ ■■■^ 


— £-=i- 


r-^ r 


— IS— 


~F — 


- 


4^ 






=^ — 3--^- 


1^ ' 


^ 


-J 


t? 


- 


so 
d)en. 


dear, 
pip, 


mo - thcr so 
WM '- tcr - d)en, 


dear, 
Pi<5, 


oh 
bift 


mo - 


ther 


h — 


»■ 


. 




^ — 


_^ p.- 


— =?— 


=1— J 


rf—- P - 


-] P 








^- 




* -^- 


— * 





dear. 


hear ! 


hear. 


hear ; 


hear, 


hear ! 


lieb. 


fip, 


bift 


im8 


jo 


lieb! 



The hands, held together, form a nest, the thumbs turned 
inward represent the two eggs. At the words "out two little 
etc.", the thumbs rise and flutter. 

5. Pewi^itfltttn, 



czM. 



V 



W- 



:i^=J±::: 



:^==^ 



1. The watch - es, for good 
1. 2)ie lU) = ren, lie = be 



rea - sons, 
^in = bcr, 



have 
bie 



ne - ver 
l)a » ben 



^^ 






a - ny sleep, they tick at all the sea - sons, al- 
lei ' lie 9tut), im ©omtncv unc im 2Siu . tcr, ftc 



^ 



=fs= 



:=J^: 



ways a - tick - ing keep, tic 
qe =^ l)cu im = mcr = 311, ti! 

2. The clocks on lofty towers, 2, 

For storms they do not care. 
In frost and icy showers, 
They're always ticking there, tic etc. 



tac, 
taf, 



tic 
tit 



tac, tic tac ! 

tat, tit tat! 



m 



2?ie U{)rcn ouf ben 2:^armcn, 

2)ic ftnb i]ar ifod) ocftcUt, 

®ie gcl)n, iinb ma:\'i oud) ftiirmeii, 

&an\ riiljig burtf) bie fffieU tit tat :c. 



— 23 — 



3. The house clocks are no bigger, 
Have ne'er a lazy head, 

They even go still quicker. 
They never go to bed. 

4. The little watches hurry, 
They have no rest at-all. 
They 're never in a flurry. 
Although they are so small. 



S)ie U^ren nn ben 2Bonbcn, 
@tc gel)en iafd)cr jdjon 
Unb tuoUen gar uidjt cnbcn 
Tilt immcv glcidjem Xon. 

2)ie ^Icincn obcr eilcn, 
2)ie l)aben Ictnc 3f it ; 
@ie inod)ten l)unbert Tlcikn 
SBo^l in ber ©tunbc njcit. 



The children, standing in a circle, imitate the movement of 
the pendulum, with one arm downward moving backward and 
forward or, when the watches are mentioned, with one finger 
upward, each succeeding strophe being quicker in rhythm. 



6. Carpentering: 




Clencli, clench, 



clench. 



the join - er's plan - ing the 
ber %\]<i) ' Icr ^o = belt ben 



-P— ^— P— =1- 



:t=: 



bench, 
Jifcf). 



:»: 



that 
Xifrf) 



ler, 



n=^ 



:»=^: 



4=: 



splin 
l)ob(e 



ters 
ben 



may re - main, 
Xifd) rcd)t gtatt, 



=iir 



:«i=^ 



:|=: 



-=?— 



splin 
bajj 



ters 
cr 



m 
fei 



the 
ne 



hand 

©pat 



give pain. 
= ter iiatl 



Clench, clench. 



=fs: 



-s?— P— =1- 



: _zl_!i_p_5i; 



clench ! join - er, plane us the bench ! 

3ifd)l jtifd) = lev, I)ob = le ben Sijd)! 

Planing is represented with two clenched fists, one behind 
the other, along the table. It is essential that the rhythm 
should be exactly kept, the children moving little steps forward 
along the tables all put in one line, and around them. 



— 24 — 
7. Orsati'grinding^ 




The or - gan - man ap - pears 
Se^t lommt bcr 2)rel) = or = gel = mann 



and crrinds bis 
uub ftiinint |cin 






me - lo - dies. It moves a man to tears, if 

£tcb = djcn an. ^brt nur, e8 ftingt fo fciu, brum 



: ^ ^ t= i - 


-« s^_^ 


ti-»r 



he not rath - er 
lafjt il)n nur l^er 



flies, 
etn. 



la 



la. 



la la 



E^^^-^^ 



SI3^ 



=c 



:^^ 



la, 



la 



la 



la, 



la 



la 



la, 



la 






S^3^5^ 



^ 



la, 



la la la, 



la 



la 



la, 



la la 



la. 



The movement of the organ-grinder is imitated. His kind 
of business being rather lazy, it ma^^ not be amiss to ridicule it 
slightly. 



8. Sailing 




'=fs='- 



1. My ship is go - incc to sot sail, she car - ries 
1. SUJetn <©(l)iff luiU jet5t auf W\ = jeu ge!)U, fcljt Ijer, mic 



EZi I 



t=:=fe^=tzt:z 



--^z 



=?»; 



^ 



mer - chan - dise and mail ; look here ! she hoists her 
fei . ne ®e • get wt\)u, cS fdl)rt nod) frem - ben 



— 25 — 






flag, and shews the road, a - cross the main and back. 
2an ■' bern ^in unb fragt: luaS gtbt's ju lau = feu briii? 

2. When they unload her, what a mass 2. ^Jhtu tcl)rt baS ©c^iff ju un3 nod) 



Of wares ! Who buys, they 're cheap, 

my lass ! 
They come to us from far and near. 
Come, buy, good folks, they are not 

dear. 



Unb pacft bie Dielcn SSaavcn au«, 
2)ic fd 9cbrad)t qu« tocitcr gein'. 
^ommt allc, faufct, mciue §erru ! 



The ship is represented by nine children, in three rows, 
moving together. The tallest boy in the centre carries a flag ; 
all hold handkerchiefs, connecting them like tackle. The chil- 
dren on the two outer rows represent with their outer hands 
oars, or paddle-wheels. 

9. Jmitatinff^ 




i^s^iii 



3^ 



-=1^: 



:-iz3=USt=t2 ^— P 



see? I 

fd)«jtnb? 5l)r 



show 
joUt 



you 
cud) 



ex 

flci 



fjig 



ses 
ben, 



:=^=:=^: 



:qs=:z5s: 



--zj*r.- 



1^3-= 



as 
bafj 

— S 



cle 
211 



vcr 



as 
tlja 



I 

tig 



can. 
ftub. 



AVe 
Sir 



wish to im - i - 
mot » Icn (jevu un3 



s^ilili 



tatc you, oh 
u = ben, jeig' 




fun - ny 
c!fv - er 
bu unS h)a« 



jd)tuinb ! <£o 



stand quite 
ftcl)t in 



— 26 — 



=1= 

Btill, 
9hil) 



:r=rtr: 



do 
itnb 



wliat 

m 



I 

niir 



=1: 



will ! 
gu! 



!-ipv|.=*=^E^g=giii 



2Btr 



4—^— 



and 
Itnb 



ijttind 
ftclju 

1^ 



Si^^=^ 



quite still, 
in 9iul) 



do 

unb 



:^ 



•what 
feljn 



you 
bir 



will ; 

J", 



all 
311 



here in 
Ic, bie 



the 
im 



cir - cle 



:^=:=s: 



..E5=^=:|- 



.S\ ^. 



4t=:=^ 



now their du - ty -will ful - fill, and 

fmb, bic r.ia = d]cn c3 iuic bii, uiib 



ty will 
A)cn cd 



all 

511 



here 
Ic, 




in the cir 

bic iiii Srci r |c fmb, 



cle now their du 
bie ma 



fill - fill. 
\x>\c bu. 



The children, joining hands, form a circle and inarch round, 
singing as far as "sec". One child, standing in the centre, 
now sings: "I show — can". The class answers: "We 
wish — man". lie sets in again Avith : "So stand — will", 
they answer: "We stand — will". Now he makes cither some 
funny gesture, or else some gymnastical exercise, which all im- 
itate to the end of the strophe, when marching begins again. 
Each child should by and by have its turn in the leadership. 



lO. Guessing, 




rite 



--^- 



i^-- 



:*==il: 



When we're play - ing to 
2)a3 ge = tnein = fa » me 



ge - ther, we are 
©pie ' Icn mad)t uu3 



hap 


- VY 


and 


pflad, 


we don't 


care 


for 


the 


m 


le 


|o 


froD, 


hJenn al « 


Ictn 


juir 


un8 



— 27 - 



=}= 



t=dz:ci=lflEE=: 



=1=: 



wea 


- ther, 


and we 


ne - 


ver 


grow 


sad 


fii^ 


' len, 


ftnb xvix'i 


Ian 


= ge 


ntc^t 


fo. 



2. One of us has disappeared, 
You shall guess which one it is, 
And shall heartily be cheered 
If your guess is not amiss. 



2. Sell nun (Siner eerfd^n)unbcn, 
Gincr fcl)let im Stxm, 
®oUft bu il)n und crfunben, 
^\)n cvrat^en mit gleig. 



This may be played while sitting, standing in a circle, or 
marching round. The eyes of one pupil are covered, till one of 
the children, whom the teacher points out with her hand, has 
left the room. The former has to look about, to guess, who is 
missing. The hidden child then takes his place. 

All kinds of guessing-games may be connected with this 
song. The teacher may, for instance, while the guesser turns 
the other way, hide some object under a cap or a handker- 
chief, when he must guess Avhat is hidden. Or sitting blind- 
folded, he is given some object to feel, and to tell what it is. 
The words of the second strophe must then be appropriately 
altered. 



11. Guessing the Singer. 




a - round, then 
ill be re 

I)Ct cud) im 

fo flc ' bet 



li - sten, 
pea - ted, 
^rci > fc, 

Ici = fc 



till 


you 


hear 


the 


fel 


low 


strike ; 


as 


much 


as 


we 


can 


a 


like. 


bis 


cr 


Kopft 


mit 


fei . 


ncni 


©tab; 


ci 


ncn 


Xon 


al3 


Slnt 


iuort 


Qb! 



2. Sing the ditty I am singing, 
I will guess then who thou art ; 
If I fail, your merry laughter 
Will not hurt me: let us start ! 



©ingc naif), »inc id) gcfunt^cn, 
Unb cvvot()cn luiU idfi iilcid); 
3^od) tfl mir bic3 iiid)t iicliin(]fn, 
3ft boiJ l'ad)cn li'ol)! an cud). 



One child in the centre is bUndfolded, and a stick is put in its 
hand. After the first strophe he strikes; the circle stands still; 
the Kindergartener beckons to another child, who takes its place 
behind her. The guesser now sings the second strophe, of which 
the other child repeats a few notes; the former finds out by the 
voice who it is. Children who cannot sing, may play this game 
speaking the above words, and repeating a few of them. 



12. Mopping-. 



-JL^,^ . -H^ K- 


— 1 \- 


^ 


[^i^^^^ JL^^ 


-^ ^ 


-r — f-r : 



1. Mas - ter Hare 
1. ^d8 ' d)cn in 



sat 

bcr 



m 
©ru 



the 
be 



deh 



H 



and 
Itnb 



: 1- 

— ^- 


— p — 


f^r- 


-F-r- 


-at— 


p — 




— s — s _x-- 



slept, sat and slept. John - ny Hare, why 

jd)[icf, fag unb fd)Iicf. 3lr = incS ^d8 = d^cn. 



i^ 



:h=t: 



J^J=^;i 



^:=f^ 



=^=^: 



are 

bift 



you sick, 
bu Iranf, 



that 



you can not 
bu ni^t mcl)r 



play a trick ? 
l^iip = fen tanuft? 



John - ny, hop, 
^a8 » d)cn, f)iipf! 



John - ny, hop, 
^ag = d)en, I)iipf! 



2. Master Hare, the dog, the 

:,: dog, beware :, 
Has sharp teeth and pity none, 
Master Johnny, 

:,: Johnny, nm. ; 



John - ny, hop ! 
§a8 = d)en, Ijiipf! 

2. vr-)a«d)en nov bem ^unbe 

:,: l)iitc bid):,: 
§at gar cincn fd)arfen i5'il)n, 
^ocfct mil" mctn i^d<?d)cn an. 

4"^di«d)cn, lauf :c. 



In the circle, one child represents the hare, with raised 
hands imitating the animal's long ears. At the words : ' 'Johnny, 



— 29 — 

hop!" it sets out hopping, till it stands still before another child, 
who next must play hare. At the second strophe, another child, 
representing the dog, is set after the hare, and must catch it. 
The latter part can be played as a separate game. The teacher 
should let each child have its turn as hare or dog, — a remark 
that applies to all similar games. 



13. JProff. 



r- 


ft»?= 




N 

—J- 


— K- 


=>- 


=f^ 


— ^- 




=qs=: 




ZT 


tt 


i=*- 


-^ 






. ffi 


'M ■. 


— i — 




—J — 


— ps-- 

-9— 


=t 



The live - ly frofj hops in the pond, tip, 
2)a8 grof(^ = Icin in bcm Xe'i = d)e l)apft, 



:=!*: 



-^— J 



f^F 



tip, tip, tip, tip, tip ! 



It is of hop - ping 

gib 5tci)t, ba<} ti bir 




vcr - y fond, tip, tip, tip, tip, tip, tip ! 

nid)t cut = jd)lupft, 

The hopping is done in a very crouching position and in 
strict rhythm. 

14. CVvf atuf Jflousc. 



r-B 



H^=^ 



^---;^~=^==^. 



The 
Gin 



cat 



is lurk - ing 

d)cu lommt ge 



yon 
gon 



der, 
0"V 



the 

ba8 



t=t=: 



*=^J 



:4=: 



m 




is here; I 



der 



cat ■will ratcli the 



\v'\\i ba8 3JiouS ' d)cu fan » gen, bod) tommt ba3 Mi} -- d)cu 



r=It 



— 30 — 






■.zj—:^: 



:qif=h: 



mouse; mouse, trust not, but pro, O 
in ba« A*iau«, fpriugt fdiiicU \><xi IKciuS - d)en 



lit - tie mouse, go! 
\mt -' ber l)in -- auS. 



Circle. One child is cat, another the mouse. The cat takes 
the outside, the mouse is inside. The circle tries to protect it 
and ward ott' the cat. The latter tries to slip in and catch 
the mouse. When that happens, the play begins anew. 



15. The Dove-Cote, 




:=Jt 



:^=i!: 



pen the 

'- ne 



pig - eon - house a - gain, and 
je^t mcin %a\\ = bcu = I)Que, bie 






set all 

%m\) • d)cn, 



the hap - py 

bic flicgcn fo 



flutt' - rers free ; they 
frol) \)\\\ ' aud ; fie 



=^ 



fly o'er 

flie = = 



the 
gen 



fields 
I)in 



and 
tn8 



gras 

gru 



sy 
nc 



plain, 

gclb, 



-#- 
de- 

n)o'3 



:=:= ^ K — =ti— 



li^EE 



light - ed 



with 

ncn 



jo - yous 
gar jo 



lib 

h.iol)l 



er - ty. 

gc = fdllt. 



And 
:,: Unb 



when they re 
!cl) = rcn fic 
l)i)rft bu fic 



turn from their mer 

l)eim iju gn 

bauu, fo cr = jii^ilcn 



ry flight, we 
tcr 9ful), jo 
fie fid), njie't 






'■M: 



shut up the 

jd)Iie » §e id) 

bvau '- ^en im 



house and 
njieber mcin 
greien jo 



hid - 'em good night. 
A^dug =. ' d)cn ju. 
ioon =• = = nig = lid). 



— 31 — 

The circle is first tightly closed; a number of children are 
doves and hover in the centre. Each child in the circle step- 
ping back four paces, after the first notes, the dove-cote is 
open, the doves fly out in all directions under lifted arms, and 
return at the words "we shut up the house etc." The end is 
sung with a low Voice, and after a number of repetitions the 
teacher concludes with a conversation on doves. 



16. Coopering. 



:zz=M 



dzitt 



I 
3c^ 



am 
bin 



bcr 



coo - per, 
©ott ' d)cr, 



and 
id, 



bar - rels 
bin = be 



:-]- 
^ 



'-^s: 



rzEEES^l^ 



^ 



s= — ^— V 



bind, 



brow 



per 



spi- 



gii6, 


hjot 


iuirb 


mtr 


bcim 


«in . 


ben btc 




w 


N— 


-_4 N- 


IS 


zd^-^nzf^ 


p% — 

b J — 


—^ 


-* — 


: ^ 


— J— 


: ^ • 


-M _J 




I al 

mun ' tcr im itrci 



with this 
bann nut 



my 
bent 



m |k^ 


IS ^ IS — 1 






: t~m -^ 1 


P -S 1'— 


1 IS — 


--=^ -=J^ : 








-W- ^ 



ham - nier 

§am = mev 




The circle is narrow, the arms are interlaced over the shoul- 
ders, to represent the hoop round the vat. One pupil as cooper 



walks around, puts, in imitation of tlie cooper, one fist on the 
hoop and pounds on it with the other, advancing from child 
to child. 



17. 




-f f=? 



qsi=:=lK=:s=I^ 



The Jflill. 



= h — h— 1 — jir=F 



-1^ — h 



1. The mill wheels are clapping, the brook turns them round, clip, 
1. @« Hap = pert tie SKii^ = le am roii = jd)cn ^ ben S3acf), Hipp, 



i -\ — ^ — I — K K K k-^HIftZ^l^ 

' wt--^ 



clap ! 
f (app ! 



By 
53ei 



day 

Sag 



and 
unb 



by 
bet 



nifiht 
yiad)t 



ift 



the 
ber 



w 


















, N n — 


K 


^ rfB J-» ^ ^* «« 




z ^ M m m 




"-1- — ' 




S r 




-t^- 


-r— 




t:fe?_. 


l^-t 


: 



grain be - ing ground, clip, clap! 
SDiiil = ler ftetd »uad), flipp, !(app ! 



The mil - ler is jol - ly and 
Gr ma^ = let ba« ^orii ju bem 






t:: 






ev - er a - lert. that we 
!raf = ti = gcii S5vot, unb I)a 



may have bread, and be 
bcu Uiiv bie = fe«, fo 



— -^ — h — f- — 1 ^ 


:- -- =1 =t^ 


— 1---, ^ : 


- 


: ^ ^ » m J 


^ r ^ * 

H s^ 


i) ^-| 


z 



bird, clip, clap, 
9Jotl), Hipp, Ilapp, 

2, 



glad like 
\)Q.i'i Ici = 

How busy the wheels are in turning 

the stone. 
And grinding so finely the grain we 

have grown ! 
The baker the flour then for baking 

will use. 
And make us a roll, or a cake, if we 

choose. 



clip, clap, clip, clap ! 
ftipp, tlapp, Hipp, flapp ! 

%W\\l laufcn bic 9tobcr unb brcl)cn 

ben Stein, 
Unb mal)lcu ben 2Bet^en jn 2)ief)I 

m\^ fo fein. 
Ser S3dcfer ben 3w'cl'"rt ""•> ^w= 

rf)en bvnuo luirft, 
2)er inuncr ben itinbcni bei'onberg 

gut jrf)merft. 



Circle; each child Avhceling and tramping rhythmically to 
represent the mill. The words " clip, clap" are accompanied 
by clapping twice with the hands. Those who become dizzy 
may stand still and carry out a wheeling motion with hands 
flat. 



— sa- 



ls. The Farmer, 



r- 


2:%__V- 


— * f9 « ^— 


'~r — n — a — •'— 


:k 


P-^— ^ 


FF= — r=^^ — 12- 


— 1 1 1 ^— — 

i-i r ^ — ^ — 



1. Would you know how does the far - mer. would you 
1. SSoUt tl)r w\\ ' fen, iuie ber SBau = er, tuoUt il)r 



rk^ii^iitt 






riUszzz^- 



know how docs the far - mer, would you know 
n)if - fen, iuic ttx Sou - er, njollt i()i- i»ij ■- 

^ K-r--| 1«« 



how does the 
fen, JDic ber 



-I — 

far 
S3au 



mer 
er 



sow his 
fci = neu 



bar 



ley 
fcr 



and 
and 



wheat ? 
fa't? 



Look 'tis 
®c = l)Ct 



fo, 



sowri the far - mer, 
fa't ber Sau = er. 



look 'tis 
fe = Ijet 



:tz^lzz=|^iz:fc 



^=^t:i 



^ 



11 



so, so sows the far - mer, look 'tis so, so sows the 
fo, jo fa't ber 93au = er, fc = l)ct fo, fo fa't ber 



z^-z 






i 



far - 


mer 


his 


bar - 


ley 


and 


wheat. 


^m 


» er 


fci » nen 


§a " 


fcr 


fdjbii 


0U«. 



2. "Would you know how does the far- 2. SSoQt il^r tt)iffen, itite bcr Salter 

mer mow his barley and wheat ? feiuetl Ajafcr olniuiI)t ? 

Look so, so mows the farmer his @el)Ct fo, fo liuillt bcr $>aiier feinett 

barley and wheat. .^afcr baim ab. 

3. Would you know how does the fiir- 3. SBoUt il)r Unffcil, ivic bcr S3oiier 

mer bring in barley and wheat? fctucit .^afcc ^ctmfdljvt? 

Look so etc. ©e^Ct fo tz, 

4. Would you know how does the far- 4. SBoQt t^r Unffctl, UUC bcv SBaucr 

mer thrash his barley and wheat .' fetlicil .^^afcr ttlic*bnfd)t ? 

Look so etc. ©eljct fo 2C. 



— 34 — 



5. Would you know how rests the far- 

mer, when his labor is done ? 
Look so etc. 

6. Would you know how ofter harvest 

the fiirmer is glad ? 
Look so etc. 



5. SSolIt i{)r njiffen, tv'it bcr SBoucr 

nad) bcr 5(vbcit aueruljt? 
©cl)ct jfl :c. 

6. SBoUt iljr wtffcjt, >uic bcr SBaucc 

nad) bcr Grnte fid) frcut ? 
(Sc^ct jo :c. 



Circling, and singing till " sow his barley etc. " Now comes 
the imitation of sowing, mowing, etc. Witli "lalala" the 
chain and dancing round set in, up to a new strophe. In the 
third strophe the harvest wagon is represented by one child 
holding backward his hands which are seized by the one after 
him. At the fifth they all bend down, laying both hands beneath 
the head, as though sleeping. At the sixth a jolly jumping, or 
dancing in pairs. 

19. Snali. 



ii=^?=gi 



I — \- 



-p— - 



1. Hand 
1. £>aub 



hand 
§anb 



we 

mx 



now 
UU3 



pro 



ceed, 
fcljn, 



i4==|r:q__| — ^-Li: ^ ^— l 






T- 

slow - ly first, and then with speed. 

h)o( =^ Ion luie baS @d)necf = Iciu gcl)n. 



Al - ways 

3m ' mcr 






=i=q 



lizzid 






near 



- er, al - ways 

l)ev, im = mcr 



near - cr, al - ways 

iiS ' l)cr, im = mcr 



clos - er, 
en = gcr, 



t==l: 



1 h- 

al - ways 
im ' mer 



m 



al - 

im ' 



ways clos - er, 

mer en = ger, 



al - ways tijiht - cr, 
im = mcr bid) = tcr, 



q-S 



lit:*: 



:i=p: 






tight - 


er, 


al - 


ways 


near 


■ t'r, 


last 


" ly 


bid) = 


tcr, 


fo 


»om 


gro= 


= 6cn 


^reia 


^cr= 



35 — 




close, 
ein, 



Hand in hand we now proceed, 
Slowly first, and then with speed, 
:,: Always looser :,: always farther : 

;,: always wider :,: 
Always looser, lastly wide 
Till the circle opens quite. 



grows, 
cin. 



§*nb in ^anb wir un« je^t |cl)n, 
SSoUcH wk ia^ Bdjncdkxn c\c\}n, 
:,: 3«nmcr lofer :,: imincr mcitcr :,: 

:,: imtncr fi'viicr :,: 
®o t)om flcinftcii ^^^mittc au« 
S3i« jum gro^cii Umi l)inau«. 



The children stand hand in hand. The teacher leads one 
end of the chain to the centre, where she remains. One of the 
children leads the other end in a circle that more and more 
narrows down, forming the figure of a snail-shell. The second 
strophe accompanies the unwinding movement. The unwinding 
may also be effected by the children in pairs raising their arms, 
so that the teacher may slip out and slowly drag the chain 
through after her. 



20. CoiL 




1. Let \is 
1. aSin « ben, 



go and wind a coil, it 

h)in = bcii ct = lie 2Bct = U, ha 



IS 

All 




sing - ing crowd ! 
freut'« bo3 tinb! 



We 

311 



must not sing too loud ! 
le bci = jam = men fmb. 



2. Let us now unwind our coil, 
It is fun, it is no toil. 
What a pleasure, when we sing. 
Though we do not jump or spring 



2. 5?un aufliifeu uufrc 2BcUe, 
S)aju ftucjeii flar unb l)cUc. 
O, mie crfrciit'o bajs Jliub ! 
SlUc beifommeu fiiib. 



— 36 — 

The children form a chain. The teacher draws one end of 
it to the centre and there turning round winds slowly the coll 
round herself. With the second strophe begins the unwinding, 
led by some intelligent child at the outer end, but cautiously, 
because the children walk backwards. The coil may also be 
unwound by pairs of children forming a gate with uplifted arms, 
as in No. 19. 

GYMNASTIC EXERCISES. 
21. Jflarching, 




lead - 


ing man, 


he 


shall he 


our 


cap - 


tain. 


h)tv 


Dor = on, 


benn 


er fott 


ini8 


fill) 


= rcn. 



straighten up and cut a figure, 
Like a soldier every feature; 
Careful he, go not too close, 
Step not on the hahy's toes, 
Do not crowd each other ! 

Lift your feet heroically. 

When we part and when we rally; 

Singing an<l in company 

We shall never wearied he ; 

" Cheerful ' ' is our motto. 



2. aliiftig (afU uns tiormavt^ jd)rcitcn, 
S)nj? uiir toimucit an bci i^fitcn! 
?af3t ciid)allcn nntntcrn Song, 
©0 iinrb nnv^ bcr 5B?pg nic()t lang, 
grolji'inn foil un§Icitcu! 

3. 3cber \)a\\.c fid) gcvabe, 
SSJie ©olbatcn onf ^arobc ! 
@cl)ct uoruuirtd niit ii^cbad)t, 
9iel)mt bic .^Icinen \vo\\{ in 2ld)t, 
jl'cincv ncl)mc @d)aben I 



— 37 — 



! The children march in pairs; at the words "part asunder" 
' the pairs separate right and left and return in a circle to the 

iend ol" the chain. 
The second strophe may be sung to almost any kind of 
marching exercise. The third may be sung to countermarches, 
the pairs either starting from opposite sides of the hall, till they 
meet in the middle line, and then marching back, either for- 
.1 wards or backwards, or beginning in the contrary order. 

r 22. %lnother JfMarch. 




keep at 
ma ' (f)cn 



e - qual 
gtet = d)e 



^=-- 



la, la 



:=t=::=t: 






^ 



la! We move just like the 
2Bir get)!! in fc^o = nen 



snail. 
53o = gen, 



and 
mie'd 



=qr^zr::z— =- 



keep each on 
®ct)ne(fletn fie 



his 
ge= 



trail, 
JO . gen. 



la la 



la 



la la 



-* •- 



--U: 



i^=:d=t: 



!zz=i): 



-)^ — h 



la. 



la 



la 



la. 



la 



la 



la, 



la 



la 



:ff=: 






'■^'- 



--t 



la, la la la, la la la ! 

With this marching song any kind of gymnastic exercise 
may be connected, if instead of the words "snail" and "trail" 
others are inserted. 

Here marching by pairs is intended, the row forming wave- 
lines. * 



— 38 — 
23. Jinother Jttarch, 



=]■ 



e=5^3: 



:=l=:-r — g: 



-r- 



_p— tig=P== 

1 r^ zzn 



Let us march now, pac^ for pace, we should 

Safet un8 ge = ^en ©d)ritt fiir @cl)ritt, im = met 



q?=p: 



:si=:z; 



— ^- 



:=r 



:S=:S==:»" 



==i=t 



not, like hor - ees, race. Turn not to left, nor 

fort in glei :- d)em Srttt ; iud)t jur 9ted) = ten, 



:=p: 



=|: 



:=r=^ip=^ 



:q=: 

:iJ=: 



"dz:=«iz=g=: 



:{::: 



yet to risht, let it 
nid)t 3ur Jiuten, tajit tie 



be a pret - ty sigiit; 

^uic l^laff nid)t fuilcn; 



1. 



z—H 



]~^-^.- 



:t=: 



out - ward point - ing with your toes, not too 

gra = be iiopf unb 33iuft unb 58ein, Quf < rcd)t 



:=il: 



I =g==*: 



d=t 



i==^ 



nar - row, not too wide, 
mufe bic §a( = tung fcin! 



wallv - ing all in 

gu = §e Ia| = jet 



zf^--Mz=^- 



ia>z 



zzzT- 



e - qual rows! Ne - ver 

ou8 = luarts ftcljn, Sir = me 



lean - ing to one side, 
fret ^cr = iin = ter = gel)n, 






=1= 



:=q: 



up - right head and 
ntdjt ju nal) unb 

:=t: 

JBiZ 



breast, 
llid)t 



and straight, 
ju fern, 



ne - ver 
ad) = let 



^^^ 






Pzi^^—z:^^ , — I ^_p 



stoop - ing in your gait ! Two 

ouf ben yiad) = bar gcrn! SJad) 



and two quite 
etu : an = bcr 



39 



:=l»=:«p=:=f?= 

or - der - ly; 
jnjfi unb jhjei, 



^^ 



iitzzizit--: 



:q=l: 



Z«II=??ZitS 



—■ P-: 



now, 
fd)on, 



liow nice that 
ha^ eS gur 



looks, just see ! 
greu = be jci! 



This is for simple marches on the spot; or marches forward. 



24. Birds. 

-K- 




We birds, we are 



mer - ry set, we hop and 



J We 

( Our liiip - py tunes cheer up the world, and bring lis 



1. 



SBir SBiig = lein !)« = bcn'8 
sajtr fill ' gcu frol) uiib 






»uiv flie -- gen, 
'i^ix^ '^ViW) unb 



^^IliS^ 



=^= 



=fc=r 



fly and ho - ver, 

many a lo - ver, 

l^ii|) = fen, jprin = gen, 

§elb ct ' hill = gcii, 



di - de - ral - la - la, di - de- 






SE3ESEE= 



^^^ 



^=g!: 



ral - la - la, 



di 



de 



ral - la - la, ral - la - la. 



2. We're healthy, free from ev'ry care, 2. 
And our hotel is roomy. 

Where many dishes are prepared — 
Why should we, then, be gloomy? 

3. And when our journey's work is done, 3. 
We nestle in the buslies, 

And dream sweet dreams and slum- 
ber still 
Till morning's early blushes. 



SBir finb gejiinb unb forgenfrei, 
Unb finbch, ma's un^ |d)nic(fft, 
Unb iwo luir flicgen cin unb <x\\i, 
3ft uujer 2:ifd) gcbcrfct. 

3ft nnfer Jagetticrt tiotlbradit, 
2Bir fliegcn anf bic Sioninc, 
Hub fd)(ofcn \><x bie ganje 'Jtad)t 
Unb Ijaben fiijie S^rcTume. 



With this song the gymnastic exercise of the bird's flight 
may be executed; the arms, stretched out stiff sideways, move 
in a circle. 

Or a game may be played to it, representing trees (part of 
the children, who stretch out their arms as branches, moving 
the fingers as leaves) and birds (the rest of the children, Avho 
hop about on their toes, using their arms as wings, pick berries 
from the trees, — and other similar imitations). 



— 40 — 



B. — Mental Exercises. 



I. CHILD-LIKE SONGS. 



1. Summer. 



teE= 






-iT 



w 












the birds to- 

le ^ijg ' leiit, 



All the liinls are 
m -- Ic 9>o = gel 



hack a - gain, 
ftui) jci)oii "iio., 



all 




geth 
a( 



er. 
le. 



What a 
SScld)' etn 



war - bling, chirp - ing, ring - ing, 
©ill ■' ijeix, 2)Ju ' ft ' ji = vf«, 



:?^ 



:=i==i;: 



^^=^=2^3^ 



:=i: 






pip - ing, twitt'-ring, coo - ing, sing -ing! Sum - mer givt^s a 
^fei . fen, '^\x>\\. - |d)eni, 2;i - ri -- li » reu ! grul) = ling will nun 



=i 



qzzq==^ 



-:gr^^ 



con - cert, when love • ly is 

ein ' ntQV -- jci)i = rcn, tommt mit ®ang 



the 
unb 



weath - er. 

®d)al -' le. 



How they are brimful of joy, 
Every little darling ! 
Ribolink and mocking-bird, 
Linnet, thrushes an<l king-bird 
Wish us joy, good luck and mirth, 
Also finch and starling. 



9Bic He alte IufHg fmb, 
glint nnb frol) fid) regen ! 
Stmfel, 2)rof)cl, g-inf nnb ©tar 
Unb bie gan5e ilsi3ncl|d)ar 
S5>unfd)ct nn^ ein froI)e^ 3a^r, 
l*auter ©liict unb @egen. 



41 — 



H, Birds. 



fe 



^ 



^ 



I 



How glad are lit - tie birds, when through the air 
SSie fuib bie S3og = kin fro^, luenn bitrd) bie Suft 



they're 
fic 



s 



:=1^c 



:S=: 



-^=^ 



Czizn 



fly 
flic 



ing ! Hark, hark, what noise is that ? 

gen! §i5rt, ^brt, \vai fmgt bcnn fo, 



that 

unb 



^_ 







N-- 


1 




1 h — 


j^ • — - ■ 




1* *1 1* 


M 




; 


r- 


mi 


^ 


II 


r s 




—^— 


— V 






_^ Ui-J 


l_U 



twitt' - ring, 

3n)it = fd)ert 
IS 


joy - 
boU 


ful 

5Ber . 


cry 
gnu 


- ing? 
. gen? 


It is 
25a8 fmb 


the 

bie 


Jl K, 


N - - 


— « pa ^ 


— h— - 


^ nr- 


F*- 


_h^ 


IS 


r 




j^ m— 






«i • 


n? 




ui 




^ 








V" 


-J- 











birds, 
Ue 



the ten - der things, en - joy 
ben 235 = ge = lein, bie jo 



ing life 



high 
res 



-^^^ 



1^=^=^=^ 



1^ 



on 
?e = 



their wings. Wee - de - vlt, wee - de 
bene fveun. 2Bt -- be = unt, mi = be 



vit, wee 
mit, xo\ 



de- 



^ 



:zt 



^ 



-* — F=^*- 



= g ^ i^ - 



vit! . 


Wee - 


de 


- vit, 


wee - de - 


vit, 


wee - 


de 


vit! 


ttJit! 


asi = 


be 


= h)it, 


tt)i = be = 


tnit, 


roi 


= be 


= iDit ! 



2. Birdies dear, take me along, 
Let me join in your travel, 
Let me join in your song, 
I like with you to revel ! 
What splendid pleasure must it be. 



2. ?ieb SSoglein, ne^mt mid^ mit 
2Iuf cure treite 9ieife! 
O le^rct mir, ic^ bitt', 
2)en gUtg auf eure SBeifc! 
2Bie mu^ 'bix^ Ijerrlic^, praci)tig fein, 



To keep you traveling company, wee-de- 3u fliegen in bie SBelt I)inein, njibewit ! 
vit! 



3. Alas, wings I have none — 
All I can do is jumping 
Through forest gloom and sun. 
And singing, noising, thumping. 
And thus like you, I sing aloud. 
And caper, hop and rove about, wee-de- 
vit! 



3. §Icf), g-Iiigel ^<!i\i' id) nid)t, 
©od) fann id) tlettcrn, fpriugen 
®uvd) SBatb unb @onuenlid)t 
Unb (uftig nne il)r fingcn; 
S)rum fiug' id) mic bie 5>ogc(cin, 
®ie fid) bc3 fd)onen ?ebeu« freuu, tttibe« 
tt)it! 



— 42 — 

Object Lesson on Birds. — Are the birds always to be 
seen? — Where are they in winter? — Are they all gone? — 
Which of them are gone ? — Whither have they gone ? — When 
do they come back 1 — ^Which of them stay in winter ? — Which 
are the best singers? — Have they hair or scales? — Have other 
creatures feathers ? — Can you fly ? — Can other creatures except 
birds fly ? — Can they walk ? — Which of them walk more than 
they fly ? — ^Which of them swim ? — Can all birds swim ? — Which 
swim more than they walk or fly ? — Have they four feet or six ? 
— Have they hands 1- — ^ Would you like to have two wings in- 
stead of your hands 1 — Have they fingers or toes ? — What in- 
stead? — How many noses? — Of Avhat is their bill made? — 
Where are their teeth? — Where their ears and eyes? — Can 
their young fly, when they come out of the eggs ? — How do 
they learn it ? — If they all learn it by trying, ought not a child 
to be ashamed, who won't try to learn what teachers tell it? — ' 
Who builds their nests ? — Of what ? — Who taught them to do it 
so nicely ? — If they learn it from their parents, should you not 
pay attention to all your parents tell you ? — Does a canary 
bird keep its eyes open, when asleep ? — Do birds lie down 
sleeping ? — ^Who washes and combs them? 




3. Jtlay, 



i^zzii: 



^ 



^U?: 



"^ J-*Li^ 



^E 



S=d: 



:*=:tt 



1. The May is trav'l - ing hith-er, the May is at the 
1. Set 9Kai tfl aiif bent 2Be = ge, ber Max ijl oor ber 





-r — r — r — p~" 


1 J ^ ry.S 


i_p — ^ r 
1 — , ^—-j 


-1 — tp* — 1 — tp^ 


^ 9f ^ m ^ 



door, 



the 
im 



gar 
@ar 



den and the mea 

ten, auf ber SBie 



dow will 
fe, il^r 






bloom a - gain all o'er; the 
iBlu . men !ommt "^er -- fiir; im 



gar - den and the 
@av -- ten, auf ber 



— 43 



qg -C— J- 



mead 
iEBie 



ow 



will 



bloom a 
S3lu = men, 



2. And sunny clouds are smiling* 
Down on our happy play; 
Where'er our steps may lead us, 
We see the works of May. 



-g g i — ^ 



gam 
lommt 



all o'er. 
!^cr = fiir! 



2. Unb jonn'gc 2SoIfen tad)eln 
Un8 an unb ouf bie glnr; 
SBo^in bie Slugen bltden, 
SBir je^n be8 SKaieS @pur. 



4. fW^nter^s End. 




1. Win - ter, a - dieu, 

1. SBtn = tcr, a = be! 



part - ing is woe ! 

<Bd)d = ben tl)ut wc^! 



:=r?: 



But 
2t 



when 
ber 



you 
bctn 



part with me, all 

@d)et ' ben mac^t, bog 



my 
mir 



heart 
bad 



q^=l^ 



^=(?: 



is in glee; win - ter, a - dieu, 

§er = je lae^t; 2Bin = ter, a « be, 



part - ing is woe ! 
@d)ci =■ ben t^ut we^ ! 



2. Winter, good bye ! 
I do not cry. 

When you are fully past, 
I forget you so fast ! 

3. Winter, farewell! 
I do not wail. 

If you don't hurry oflf. 
Cuckoo will at you scoff. 



2. SBtnter, abc! 
@d)etben tl)ut mc^ ! 
©erne toergeg id) bcin, 
^annft immer feme fcin ! 

3. SBtnter, abe ! 
®d)ctben t^ut hiel)! 

@el)ft bu nidjt botb nac^ §au8, 
Sacf)t btc^ ber tucfu! aue. 



5. In Winter, 



•4^- ^ 



ZM-Zie. 



:t=: 



I ^^ 1. Dear May, come on and ren 
1. .Somm, lie = ber Tlai, unb ma 



der our trees all 
c^c bie S3du » mc 



44 — 



i 



=1: 



=1: 



:[= 



love - ly green, and 
luic = ber griiu unb 


raise 
lag 


the vio 
am !Ia 

i%-i 


- lets ten - der 
'■ ren S3a = die 

1 — ' f* ^^ 


be- 
bie 

— N— r 


1 S ^^ S- 


1~ 


,- -^ 


— -j 15 ^-\- 


"i^ — : 


^ ^ W *' ^ 


_i ' • 


■• «< ^ ^ 






•I • 







neath the 
Ilei = ncn 



ver - dant screen ! 
3Seit -' d;en blii^n. 



I feel 
2Bie ntbd^t' 



an 

id) 



ar - dent 
bod) jo 



— ^-^ 


— 1^— 


— t^— 


^g* C~gf=gr- 


-l«- 


-■p=^ 


^-^ 


1 — 






._^! — t^ kj — ^ 


_l — 


. * 


s. 





long - ing to see them bloom a - new, 

cjcr = nc cin SSetl = d)cn rtte = bcr jel^n, 



to 
ad), 



walk 
lie = 



thro' 
ber 



:pt(?z=p: 



blue. ■ 

C}e^n! J. 

n finGen, ^ 



-W— k- 



i-'atii^ 



grass 


and 


flow - 


ers, 


red, 


yel - 


low, 


white and blue. 


Wlax, 


rt)ic 


ger = 


ne 


ein 


= mat 


fpa 


= ji = ren ge^n! 



2. When bright the skies are vaulting 
That's what I like so well. 
On lawns a somersaulting. 
The flowers' fragrant smell. 



, 2. S)od) wenn bie 3Sbglein fmgen, 
Unb niir bann fret nub flinf 
2(uf griinem 9lafcn fprtngcn, 
S)a« ift ein anber 3)ing. 



O bring us merry cuckoos, bring night- 2)rum tomm unb bring t)or 3lIIcm un8 
ingales along, Btcte 25eild)en mit, 

That all the air be musical with jubi- 55ring oni) »iel 9tad^tigatlen unb fd)bnc 
lee and song. ^U(f utS mit. 

6. Winter, 




1. We now are 

2. S)er SBin = ter 



m 
ill 



win - ter; snow co - vers the grass; 
lom -men, tier 'flnmmt ijl ber §ain, 



m 



:S=f?=r: 



but in a room co - sey 
bntm foil un8 im ^wx-mtx 

2. Though snow and storms bluster, 
Naught stifles our glee, 
Together we cluster, 
So happy are we. 



our 
ein 



morn - ings 
fieb = ^en 



we pass. 
er = frenn. 



2. aJiag'S immer ba braugcn 
9Iud) ftiirmcn unb fd)nci'n, 
®er SBinter fofl freunblic^ 
iffiilUommcn un« fein. 



45 



7. SnoW'baliinff, 



^ 



^^^ 



#=P: 



5 



4-^?- 



I. Snow flakes fall from the clouds, cov - er - ing what- 
1. SBei = ^tx @cl)nee au0 bcr §o^' liegt urn = ^er, fo= 



zq=p 



e'er we see; let us leave the warm room, 

Jueit id^ fc'^'; fommt l)er « ou8, ou8 bem §auS 



^ 



roll the snow in 
in be3 SEBin = terS 



glee ! Look, I'll make a 

33raus! St = ncn @(^nee = ban 



ijl • < ^ a^ ^ W d ~ - ^ f f 

-* —^ 1^ ' ' ' 



ball of snow, and at you, my com - rade, throw; 
mad)' id) mir, 33ru - bcr, ftc^, cr flicgt nat!^ bir! 



m f^ ! ~l J^ K ! I N ^-i» M I I =;=?H= 

W al ^ * :=i -^ f' — ^ ^—w- 1 P — ~ ■ - 



do not run, 'tis but fun, 'twill not hurt, you see! 
boc^ ift bas nur ein ©pag, j^^cun - be blei - ben lutr. 



2. Come, Jack Frost, 
With thy blast 
Lay the pond in fetters fast ! 
That with skate 
And with sleigh 
We may ride and glide ! 
Let resound our merry song, 
Hurry on and drag along, 
In long rows, with red nose: winter 
soon is past ! 



2. tatter SBinb, 
tomm gcfd)ti)inb, 
3)a6 bie SBinterluft beginnt I 
(Sine Sal)n 
3Wad)t man bann, 
®o6 man rutfd)en fann. 
SSringt bie @d)tttten fd)nen I)erbei, 
®pannt end) on in longer 9teil); 
2Ber nur fann, tomm ^eran; balb ift 
torbei ! 



— 46 — 



8. Christmas 



^EE^EEg^ 



?2=^ 



-r=Mi 



O thou beau - ti - ful, o thou beau - ti - ful, 
O bu frot) = li - (I)e, o bu fe = li = ge, 



!-P-l-f=^- 



4-4—4- 



-^— -- 



;i=*: 



fai - ry, fai - ry Christ - mas - time ! For boys and 

frcu '- be '- brin = genbc S33ei^ = nac!^t8 = jeit! O tuie er= 



:P=p: 



~W~^f r?: 



g 



girls 
freu 



this happy, mer - ry 

cn Wtr una Don 



time is; let 



-jzt. 






-rz)- 



us en - joy this feast of feasts sub - lime ! 

et, fvcu := et end), il)r ^iu » bcr, ^eut'! 



9. The Urchin on the Ice, 




1. Of ice 
1. @c = fro 



are rath - er 
nod) gar !cin 



p »^=F=J :; hq=:> — h — k — h-i — i== n — ^-P 



I 



thin and frail. Yet Bob puts on his rub - bers and 

fc ' ftc8 eiS. 2)08 SBiib = letn gel)t jnm 2Bci = t)er unb 



:=M 



:i=: 



says: "Why should I quail? The 
fprid)t ju fid) gan,^ letS: ^6) 



ice per - haps will 
luitl c3 ein = mat 



qs =: 









:^—z 



car 



ry 
gen, 



bas 



boy 
(St3 



ttjirb 



:r=4 

liijht and mer - ry. Who 

bod) luol tra « gen. @o 



r 


h-i 










1 1 ! 


•1 




1 -1 






^B 


K 








s 


r 


■ (T:. 


S 




knows ! 
jei'§! 


So 
SBer 


-J- -J- 
here, here 
njeig? 2Ber 


goes." 







2. So Bob, he stamps and smashes 
With heel the icy flakes — 
And quick the water splashes — 
Crack ! through the ice he breaks ! 
And Bobby now he splutters, 
And in the water flutters, 
And sighs, and cries: 

3. ' '0 help, or I go under, 
In ice and snow, I must ! 
help ! I made a blunder; 
Ice I no more will trust!" 
But for a man, a stranger, 
Who drew him out of danger, — 
His life — was lost. 

4. He took him by the jacket. 
And drew him to the shore; 
Poor Bobby like a bucket 
Was dripping wet all o'er. 
And feter burnt him sadly, 
And ague shook him madly, 
As well it might. 



2. '^dA SSiibletn flam^ft unb Ijodct 
2)lit feiiifn ©ttefelein, 

®a8 (Si8 auf einmal tnadtct — 
Unb trac^ ! — ba bnd)t cr cin ! 
S)aS S3iiblcin aber !rabbe(t 
©0 tuie etti ^tebs, unb sappelt 
Unb jc^reit — unb |d)reit. 

3. O Ijelft, id) mujj toerfmfen 
3n lauter (St8 unb ©dinee ! 
O ^elft, ic^ mu6 crtrtnten 
3m ticfen, ticfen See ! 

SBdr' nid)t ein 9Jtann gefommcn, 
Unb I)att' eS 'vauS genomuicn, 
D luel), \Mt\\ ! 

4. ®er fagt eS bet bcm ©d)opfe 
Unb jie^t ce baran 'rau«; 
a>om guge bis jum Jtopfe, 
iffiie eiue 2Bafferman8 
S)a3 SUblcin l)at getropfet; 
S)er 5l5ater :^at'S getlopfet, 
3u §au3 — ju §au8. 




10. Wall and Flowers, 

ft rn s = 



m 



igiTzJ: 



ows and the gar - den but yes - ter - day were 
jers SSa = tcr8 ®or => ten, ba tnar'S nod^ ge = fiern 






green, and man - y charming flow - ers yet 
griin, ba ja^ ic^ noc^ |o man = d)er ^ let, 



— 48 



1 — r« f — zi 


1 — nrj — 1 


I 


J F J ^ 


! ^ • 


1* 1* 1* 1* 


I 


*' 1 * J 




* n 


1 1 1 1 


L> W 




L> 1^ Iw 1^ 


full - est bloom were seen, and man - y charm - ing 
fd)o = ne i8tu = men bliil^n, ba fal) id) noc^ jo 


m S 


p r^ . - 


• 








• A ^ 


1 ' 




^ Zt ^ ^ ' 


s 


• J 


^ ' 




1 ^ K ^ 1 




4 ^i— 




L 



flow - ers yet 
man = d)er = let, 



fo 



full - est 
jd)o '- ne 



bloom were seen. 
23Iu = men blul)n. 



2. To day what sudden changes, 
There ev'rything is dead ! 

Where have you gone, dear flowerlets, 
Ye flowers pink and red ? 

3. Dear children, we are dying, 
According to God's will. 

To make room for our sisters, 
When winter's storms are still. 



2. Unb I)cut' ift 5mcg anberS, 
Unb l)cut' futb aUc tobt ! 

2Bo feib it)r ()tn, :f)V 331iimcletn, 
3^r SBIiimlein gclb unb rot^? 

3. £) liebcji ^'tnb, mir yd){nfcn 
'i^'x&i @ottc« 3Bincn l}icr, 

S8i8 cr un« feinen griil)ting fd)icft, 
Unb bann erwadjen mir. 



The thii'd strophe is sung by the girls alone. 



11. The Swailatvs. 



ffiffi 



-r± 



:^ 



a - head, 

unb fort, 



Push, 
gort. 



push, 
fort. 



push 

fort 



till 
an 



warm - er 
ein = en 



2i: 



:*=*: 



:i!=:^ 



homes 
tt)ar = 



we 
mem 



get ! Leave has the sum - mer ta- 

Ort! Siun tjt oor = bei bie ®om=mer= 



1^ 



--■^- 



iHzirJi 



ken, by storms the woods are 
gett, brum fmb iuir ©c^rnat = ben 



sha - ken, where 
ie^t be = reit, »on 



^ 



=c^ 



:c^ 



sum- mer 


leads, 


we 


fol 


low. 


each 


swal 


- low. 


ei = ncm 


Ort 


jum 


an 


bein 


m 


man = 


bevn. 



49 



2. Good-bye, and good-bye ! 
Farewell, ye men, good-bye ! 
Farewell, thou hospitable roof 
That kept from dangers us aloof ! 
Ingratitude is hateful, 

We're grateful ! 

3. Back, back, back and back, 
Leads us our airy track. 



2. 3l)r, xl)V, t^r unb i'^r, 
3t)r ?eute, Icbct root)! ! 

S^r gabt gur 3Bol)nun9 ciicr Xati), 
®a« fdjii^tc un§ Dor Ungcmnd); 
2)rum fct tnd) (S>IM unb grieben 
S3ejd)teben 1 

3. §tn, l^iu, ^in unb ^cr 
®et)t'S mit un8 iiberS SDiccv. 



When spring appears, we swallowscome 2Benn f^rii^Ung lommt, fcl)rt uujer 3u3 
Back to our old and well-known home; 2lud fernem ?aub utriidt tnt glug. 
We do not part for-ever, Jebt tt)ol)t auf 3Sicbcvfc^cn, 

No, never ! SSir gc^en ! 

Object Lesson on Swallows. — 1. Are swallows migra- 
tory birds ? 2. On what do they live ? 3. Are they useful to 
the farmer? 4. The singing birds and small birds generally, 
living almost entirely on hurtful insects, what of boys who de- 
stroy their nests or shoot them, or take their eggs ? 5. What 
is the form of swallows' tail? 6. What is their color? 
7. What is their song? 8. Where are their nests to be found? 
Of what made ? 9. Do they fly faster or slower than other 
birds? 

12. JtiUwmn, 




:*=i^=z*: 





L Pur - pie, red and gild - ed 
1. Sunt fmb fd^on bic 2BaI = bcr, 


for - ests 
gelb bie 


1-^ 1^ 


; 1 


K 


1^^ ^ !■ 




'd-J—d— 


-d^-. J =1— 


P 1 1 HJ 1 


V w 


J • H-- i 









are, and 

©top = pet 


wilt - ed 
= fef = bcr, 




leaves 
unb 


and grass 
ber §erbfl 


ap- 
bc« 




1 N 1 




r^ 


1* *i r *i 






J 


; 




■ • J ■ 


1 


V «i 


— 1 1 




_^_j 


^■^-r- 


-i— ^ 





pear, 
giunt; 



In - dian sum-mer 's part - ing, cool - er 

ro = tl)e S3lat = ter fat = ten, grou = e 



:q: 



-P— 54- 



winds are start 
9Je . bet ujat 



ing; 
ten, 



lii^ » ter 



passed the year. 
xoi^t ber Sinb. 



— 50 — 

Object Lesson on the Seasons.— What is a season ?— What 
is winter? summer? fall and spring? — How many seasons 
are there? — Which is the coldest? the warmest? the loveliest? 
the most fruitful ? — Which is the best for children ? — Are they 
not all useful? — When do trees and shrubs blossom ? — When do 
the swallows leave ? when do they return? — What are migra- 
tory birds ? — Do other animals besides birds leave us in the fall ? 
Why not? — Why does the earth slumber in winter ? Why do you 
sleep ? — Are there countries where there is no winter at-all ? — 
Do migratory birds take their young ones with them ? — How 
much time, then, have their young to learn flying ?■ — In what 
season is Christmas? — In which are strawberry festivals held? 
— Which are the earliest flowers ? — Which the latest ? — 
What coverlid has the earth when sleeping? — Does the snow 
keep warm ? — What is ice good for? — How is it kept for the 
summer ? — Where are snow and ice always to be found ? — 
Is it warmer high up in the air, or colder than down below ? — 
Can ice be looked through ?— What do we call it therefore ? — 
Is snow transparent? — Or is it opaque 7 — Tell me all the colors 
of flowers?— What flowers are red? pink? blue? brown? 
purple ? white ? — What colors have leaves in the Indian sum- 
mer ? — What form have snow-flakes ? — What do we call the 
weather, when snow and ice are melting ? when snow and Ifce 
are forming ?— When is the season of thunder-storms ? — Need 
we fear them ? 



13. The Har€'>s Petition, 



" 'F+^'9 S R N 


1 — Z — f* — 1 — 


1 r«~r 


-Ax-4 — IS J^ 1 r 


_> J -....J 


— j0 — ^ — ^ — ^ — 


-^-4— J'^-J— J— J- 


-^— ■— ■— 


L-^ — u^ — k 1 



1. Last night when a walk I took in the for - est, 
1. @e • ftern 51 -- benb ging id) aw^, gtng Jvol)! in ben 



- -f*» — K — 1 — 


- ^ -^ - 


K w--. 


:_* J J 


t=J e 1^:=^ i^ 

L_E ^ .^ -2 


h* ^ g=± 



by the brook, came a slen - der hare to me 
SSatb l^in . ouS; fommt ein §aS = Icin \)tx ju mir, 



— 51 






through the shrubs, and 
in bem grii -- nen 



pleas - ant - ly 
fflBatb = re » »tcr, 



ris - es on her 
fommt baS §aS -- letn 



=N 1 -f 



hind 


legs, 


close 


to 


me, and 


tells 


what fol 


- lows 


bicl)t 


\)VC 


= an, 


U^ 


miv'S hJaS 


cr » 


}fiS) = Icn 


lann. 



2, Art thou not the hunter, say ? 
Settest dogs on me to slay 

And to tear me cruelly ? 
What if I did so with thee ? 
When I think of my sad fate — 
"Tis dreadful to contemplate ! 

3. Little hare, you look so pale ! 
Listen now to my short tale ! 

If you '11 henceforth keep away 
From the farmer's clover hay. 
Cabbage, lettuce and so on, 
I will let you all alone. 



2. 58tft bu md)t bcr Sagcr^mann? 
§e^'ft auf niid) bte §unbe an? 
JBJenn bcin SBinbfpicl mid) crtappt, 
^aft 'tw, Sdger, mid) c rfd)nQppt. 
SBenn id^ an mctn @d)i(ffal bent', 
Sc^ mic^ red)t Don ^crjen fvant'. 

3. 9[rmc« §a«d)en, bift fo blag, 
@el) bem 58au'r ntd)t mel)r inS ®va«, 
@el) bem iBau'r nidjt mel)v inS ^vaut, 
(Sonft be5al)(ft mit beiner Apant; 
©parft biv mand)e Slngft nnb ^^ein, 
^annft mit Suft eiu §a«d)eu fetn. 



Object Lesson on Hares: — i. Have they two legs, or six? 

2. Have they a bill ? feathers ? scales ? webbed feet ? wings ? 

3. Are they bigger than elephants ? 4. Courageous like dogs, 
or lions ? strong like horses 1 5. Do they sing ? bark ? roar ? 
croak? snarl? growl? chirp? whistle? etc. 6. Where arc 
their nests? 7. What animals do they swallow? 8. What 
is made of their fur? 9. What with their flesh? 10. Are 
their fore-legs longer, or their hind-legs ? — 

Note. — A picture of a hare (as of an animal not familiar) 
ought to be shown. 

14. Fath,er'>s Return. 




When 
SBenn 



the ev'n - ing 
benb«53a » tev 



fath - 
lommt 



er comes, 
l\\ ' rucf, 



with 
mit 



— 52 



E=g — t; ? — ^ — * I ^ i^-*= = F^ — " — -\ ^ — - — F 



wca - ry limbs 
mil = bent 2tn 



and 



face, 
[td)t, 



back from 
tton fei 



his 
ner 



dai - ly 
fau = ren 



P=g^=:gzizzU: 



I 



:^: 



la - bors, o what em 
5Iu = bcit— tucr frcut fid) 

2. He's always working faithfully. 
For us he does it all. 

Should we not try to please him ? 
We '11 do it all ! 

3. We can reward him never more 
For all his love and care, 

So let us not through careless acts 
His joy impair ! 



- brace ! 
ni(i)t? 

2. Gr jdjafft fiir iins tion friif) bis fpat, 
SBirb niemals miib' babei. 

O laJ5t uu3 ibu crfvcucit 
2«it i'leb' itnb Svca'I 

3. 2Bic tbnntcn unr ucvgeltcti tl^m 
Sic i'icbc imb ©cbulb ! 

2Bir luoU'n it)n nirf)t bctriiben 
S)uvci) unfre @d)ulb I 



Note. — The love to parents ought, of course, to be well 
enjoined. Point out, how little good children may do to their 
parents, and that good behavior is the only thing by which 
the former may gladden the hearts of the latter. 



15. Return from the 


Kindergarten . 




-JlSii -1 \ 1 


-i 1'' —1 




^ 


L 


-fk~A J J — S~ 


-^ . ^ J 


'r— r — r 


x^-r~r-\ 


-Lll 4. * * *._ 




L^ i i — 1 


J — \,t \ \ 



1. Moth-er, 
1. 2)iut=tcr, 



moth 
2«ut 



er dear, look, I 
tcr mcin, 'ixn bin 



am 
id) 



com - \x\% here 
ttjie -- bcr Ijcim, 



'.rJr. 



izs^ 



from school and 
Bon @d)ul unb 


play, 
®pic(; 


moth 
crft 


- er, how 
gib mir 


nice 
bei = 


it is, 
nen ^ufe, 


\=^ r ^ 


-m *^ 


—r- 


=?t«~ 


1— 

^— 


— 1 • : - 

—J fs -■ - 


b=t: Z-TL 


-fz:_t= 


1- 


E^=^ 




--& 4 - 



but first a hear - ty 
njeil id) er» ja^ » len 

2. Mother, how grand it went 
The time was nicely spent 
In meny sports. 
All the things I shall tell, 
If I can do it well 
In feeble words. 



kiss Jinil your em - brace! 

mufe. O, id) fann jd)on Did ! 

2. SOlitttcr, n)ie biibid) bad war ! 
3)auert''i< bad gcin,iC OabrV 
®a§ unir' mir lieb ! 
©ollft 9lUe§ boren nun, 
Sad in ber @d)ur unr t^un. 
®ad ift fo lieb ! 



— 53 — 



16. JfToon and Siars, 



■>»-+ 



1. Who 

2. 2Scr 



:=M 



has the ni - cest 

t)at btc fdjoti * ficn 



lamb - kins? It 



: ^ _^ , __>: 


_j__ f^-: 




^ 13 ^ . 


^ a' 


^ ^ [• ^ 

i,^ — k— k — k - : 



is the sil - v'ry moon, who 
l)Qt ber gotb ' ne 2)Jonb, ber 

Iff 



in the 
l^in = tcr 



sky is 
un ' fcnt 




glid 

Sail 



men 



a 
am 



glit - tcr - ing bal- 
blau = cu ipim = met 



=1^ 



loon, a glit - ter - iug bal - loon, 

wo^nt, am blau = en §im - met hjo^iit. 



2. She comes on many an ev'ning, 
When children go to bed, 
To pasture all her :,: lambkins :,: 

:,:The stars, white, pink and red.:,; 



2. gr lommt om fpdtcn 3lbenb, 
2Benn JlUeS fci)lafcn iutU, 
^ertoor am jcincm :,: §aufe ; 

:,: 2tm ipimmel Icis unb ftiU. :,: 



3. Blue is the shepherdess' meadow, 3. S)ort lUCtbct er bie @d)afd)en, 
Each star keeps in its place ; 5luf fetner blaucn '^\nv ; 

She goes from one to :,: th'othor :,: 2)enn oil bie c^olbuen :,:@tenic:,: 

:,: Smiles and "good evening" says.:,: :,: @inb jeine ©d)afd)eu niir. :,: 



17. Flowerpot. 




1. Flow 
1. aSarb 



ers 
ein 



I got 

S31itm = 6)tn 



for 
mir 



pre - sent, 
fd)eu = fet. 



42=t2: 



:k=t2: 



in a pot, oh, look, how pleasant ! Nurse and wa - ter 
\:^o.\)'?, gepftanjt unb ^ab'« ge = Iran - let. 3?og = Iciu, lommt unb 



— 54 - 



t=^ 



them I will that they ne 

ge = bet 2ld>t ! @elt, id) \)aV 



:^F=^ 



may be ill. 
rec^t ge = mad)t? 



Sun, thou wilt gloat o'er my flow- 
ers, 

Clouds will sprinkle them with 
showers ; 

So you need no mischief fear, 

Grow with pleasure, flower dear ! 



(Sonne, tafe mein SSIiimt^en jprte= 

SBoIfe, !omm, c8 i^u begicgcn ! 
3lid)t' eni^jor bein 5tHgcftd)t, 
8iebe8 ©tiimc^en, fiivd^t' bid) nid)t ! 



3. Look, my little flower is tearful— 3. SBie'8 »or lauter j^rfube weinct, 
Tears of joy — it sprouts so cheerful ! greut fid), bo^ bie ©onue fd)cinet ! 
Butterflies, give it a kiss, ©d^metterliuge, fliegt I)cvbei, 

Tell it low how nice it is ! @ogt il)m lei«, inie fd)i3u e8 fci! 



Object Lessons on Flowers and Stars. — Why are the 
stars very like lambkins ? and the moon like a shepherd ? — 
Are lambkins still when they feed ? — Do they bite and hurt each 
other ? — Arc they white and shining like stars ? — Do the stars 
move ? — Does the moon ? — Why do we rarely ever see the moon 
and the stars in the day-time ? — Does the moon always look like 
a shining balloon ? — What is it called, when we see only half or 
less of it ? — What when we see it all ? — What when we see it 
not at-all ? — Does it not look sometimes like a boat ? — What do 
we call the time from one full-moon to the next ? — How many 
months are there in the year ? 

Do flowers also live ? — Do they grow ? feed ? sleep ? drink ? 
bask in the sunshine? feel thirst? feel hunger? — Do they thrive 
better when well cared for? — Have you been told of the Mi- 
mosa? — Do not the flowers turn all their faces (leaves) to the 
sun ? — What do they do when the sun does not shine ? — What 
does the dew in the flower look like ? — What will butterflies do 
in flower-cups? — 



— 55 



18. Baby-tendinff, 




:qv 



:i=at 



^^^^dB 



:«*: 



^^ 



1. If your ma - ma has a babe 

1. 2Bcr cin Ilein @c = \d)\vi = per ^at, 



Buch 



ben 



■ "I^ ~^ ~~1 r* ^ ""~r ~^ "^~ F 


b -^ .^-t-i' -^ — t-J ^ -J k F 



doll is 

@d)rei = ^al3 



splen 
pfte 



did! 
gen, 



When 
imb 



'tis 



tired 



and 
cr 



q 



-^-*- 



when it 


frets, 


put 


to 


bed 


fatt unb 


matt, 


I)ubfcf) 


i« 


S3et 



and 
te 



tend 
Ic 



it! 
gen. 



. 


1 1 — 1 


S K ^n 1^ 




^■i 


w 


l^^3 


1 r ^^ B^ 


— r« 


— W J 


— J^ zTS-^ - 


_J — J — *_3_ J^ - 


L ^ 


—^—^ — • — 


1 — ^ — 


^ V - 


1 «_^_u 



If it cries, wipe its eyes, sing: rock-a-by, my 

©c^reit cc fel)r, ge^t man ^cr, ftngt: ei ' a po^ 



1 


|k^ 


^ — 


K 


1 — h — 




■ -i ■ r 


1 ■■ » 1 






1 ^ 


1 <■ ! 1 


^ 


J 




^ 1 


m , 




^ L 


, , 




W "'' 


V 




darl 


m 
- ing! Oh, 
= a ! mugt, 


my 
metn 


precious ba - by 
lie = be3 ^iipp > d)en, 


must 
nid^t 


^ 


--S-=^ 




=gi= 


^ ^-il 


— 




J 


S^ — , 


«« 


-n^- 




1 

^-* -- 


--=zl 







not 
gor 



make 



such 
fd^recE 



lid) 



squall 
fd^rei 



mg! 



2. Such a brother or small sis 
Is the very best doll, 
When you fondle it and kiss 
And give it a mouthful ; 
Sing to it: 
Best, my kit, 
Treasure, my darling. 
Oh, my precious baby must 
Not make such a squalling ! 



2. @otd)' etn !(ctn ©efd^njificr ift 
©ar etn nettcS ^iippdjen, 
SBcnn man'8 f)cv^t unb mcnn man's liifet, 
Unb gibt tl)m fein ©iippc^en. 
®tngt baju : 
®d)laf in 9tul), 
fBd^a^, \)t\a, pope'ia ! 
Ttn^t, metn ltebe6 'ifiitJpdien, ni(i)t 
(Bat iju fd^redfltd) fdjreia ! 



— 56 — 



All my dolls .and puppets are 
Dull and still and drowsy, 
Do not cry as babies do, 
Do not stir aud rouse me. 
But when — hark !— ' 
Comes the stork, 
I sing: my darling etc. 



, 9tUc mctne ^upjjcn fmb 
&ax in fttU imb Icbcni, 
@d)vctu nid)t wie cin flctncS ^tnb, 
itegt man's in bie gebcrn. 
2lber--l)ord)!— 
A'omint ber ®tord), 
^eifet'S: eia, popeia ! jc. 



19. Evening Song^, 



V o K 


m 


^— r 




« 


p 


A <* J 


-m m Z- 


-f 


— P 


-kH 


— * ^— 


— P- 


- 


-t|>-H — ••— 


-fca 1? ^~ 


_^_ 


t^ 


^H 


-^. F ^ 


" 


^ 1. Why 
1. 2Sic 


do you al - 
ge^jl bn fd^on 


rcail 
un 


- V, 

^ tcr. 


o sun, set 
"Son '- nc. 


so 
fo 


■ 


~ K 


m 


m m ^ 




^ 1 


^ 


|S 


Ha 


— ^ f^ 


—^ 


. 


ti 


^— 


tj 


-fca 


._^ 


— ^ 1^_ - 


_K 


- 


soon ! 
friil)? 


Our play 
Sir fmb 


was 


so 
nod^ 


pret - ty, 
ntun = tcr, 


we're 



^ — 


— ap — 




_^ - 


^=B — =d^- 


(• 


- 


. _p • 


— '^— 


b? 




-4z 


-=U— =i^ 


'V— 


- 


still ful 
@on = ne, 


1 of fun ! 
ber ' jie^ ! 




Well, 

3)od) 


bro - thers, 
ntor = gen. 


to- 
i^r 


r-f?=-^ 




^ r 


a 


^ IK 


^B 




— 1 


^ L 1. 


^ -J^ 


--m — m~ 


ha — 


_ 


— ^- — ^ — 


— ^— 


-w- '^— 


-i^^ 


-t ^- 


--±3 — to 


^— - 


- 


mor - row, 
93rii = ber, 


if heav - en 
fd)Iaft n)ol)l, gu 


be 
= te 


bright, 
5Rad)t ! 


we'll play with 

ja mor = gen 


- out 
hjirb 




(^ 


^ ^ — ^B 1 


• 




t> 1> ! 


^ 


r 


p r" 


T 


1* *i 






. ^ — 




b- 


-bzil 


i^ 






sor 


- row, 


but 


now 


say 


good 


night ! 


ttjie 


= ber 


9e = 


fdjerjt 


unb 


ge = 


Iod)t! 



2. Be thou never lazy, 
But rise with the day ; 
'T is not-at-all hurtful 
And gives time for play. 
And if we are faithful 
In school and at home, 
How happy then can we 
Play, scamper and roam ! 



2lnf, anf, mit ber ©onnc, 
3t)r ©riiber, red)t friil) ! 
'^ai ift maljre Sonne 
Unb mQd)t feine SDiiil)'. 
Unb l)abt il)r am Sage 
9inr @nte8 gett)an, 
S)ann fctb il)v am 3tbenb 
®tct3 gtiicflic^ baran ! 



I 



— 67 — 
20. Dancing (for Girls.) 



Fast. 




, — m— 

~ — t?— 


— 12 — 


~"P~" 


M 


— m — 





^■^ 


1 


S — 






k— 


t^=: 


-r 


— fc^— 


-:«* • 


— r 


—J 



tan = ge 



tt)te 



bie 



2«ii 



den 



©on = nen= 



:4f*: 



:il=i: 



:e=: 



-^ 



fcl)ein, im ©on = nen - jdiein; id) 



tan 



ge mit (5nt= 



- b* — h 



gc = fd^JDinb! 



S" 



tfen. 2)od) 



slower 

ntd)t fo |c!^r 



fonft 



PT~:^~^~^ — J^-Lp rzzq=z:g_. ]_^ i=^izzgEE^EE 

b^ ^— t g= — ^ T | — t^ -T=g^ '^ ti ^ li^— F 



ge^^t mir auS ber SBinb. 



Sd) 



slower 

tan = je mtt 



Gnt= 



^ 



P 



slower 

(fen, id^ tan 



ge mie bie 2)iii = den, id^ 



F=e: 



:t2: 



slower 

tan =■ 



je 



h)ic bie aJZii 



2Bcr tanjt mit mir, wcr tonjt mit mir ? 

2Ber fptelt bagu bie ©eigen? 

3l)r Sungen, ftiU, i{)r Sungen, ftiU! 

iUiiigt tangcn ober jd)tt)eigen I 

3c^ tan^c, lueif id) mufe, 

'I)agu :^ab' id) ben gng. 

3'^r Sungen, il)r miigt |d)n)eigen ! 

2Ber jpielt bagu bie Oeigen? 



= den. 

3. 3c^ tange gem, id) tange gem, 
3d) tange aUt iage. 
S)aS t^utnid)t nicl), ba8 t^utnid)t wtl), 
S)a8 mad)t mir teine '"jJIage. 
2ritt mir nid)t auf bte 3cf)', 
Senn baS tl^ut ttjirflid) mcl) ! 
3d) tange alle Xac\e, 
©as madit mir feine $fage. 



58 



Kot fast. 




21. Swinging (for Boys.) 



1. Up and down dangles the swing, friends and com- 
1. 2luf unb ab jc^au = !eln roir jo, fmgt nun, ®c= 



:=^ 



:i^^: 



cziipz: 



pa - nions, we'll sing ! 
fpie -- len, rec^t frot)! 



Hith - or and thith - or we 
§tix unb Ijer fliegt un -- jer 



f 


1 f*~ 


1^ 




N 




_ 


^ ' 




P 


s 




f • 


■ M 


TZ. 


• 


^ 


— ^ — 


H 


1 


L ^ 1 




.... 








^ 1 


1 ^__ J. 



rush, 



high - er 
1^0 « ^er 



and 
unb 



liigh - er 
1)0 = I)er 



we 
em 



push, 
por. 



=^ 



^ 



m 



=r: 



:fiicz±e- 



Boys like to swing pret - ty high, — girls, don't cry ! 
3un - gen, btc fd)au » fein gern l)oc^ — fdjrett nidjt bod) ! 



It::^ 



1 — 

but sing, sing loud, when we rise: how 

SWab = d)en, fmgt lau => ter, rtenn'S fliegt ! O njte's 



fine! 
njiegt! 



2. Faster and faster behind 2. 3mmev gefc^ttJtnb, nur gefd)»uinb ! 

Flutters our hair in the wind. glattcrt ba§ §aar in bem SSinb, 

Boys, it must fire our heart, ^ricgcn bie Sungen red)t ISlntl), 
When through the air thus we dart. SBaUet il)r luftigeS 351ut. 

Girls, Oh, do not be afraid ! 2)iabd)en, luaS fUvdjtet il)r end) ? 

T' is too late ! ©d^reit ntd)t gleid) ! 

Rather sing merrily loud; ©tnget auS boUeftev 33ruft : 

Give a shuut ! £> i,ie Ju[t » 



— 59 — 
2a. End of Play, 



1 — 1 


rcTi 


r ^, ^ \ 


1 






-/ 


h /* 


1 r ' — 


- p3' 


(" 


— ff r 


\L' I y 1 




^P 




r- 


1 F 


-^/ : 


m ' ^ 


II 




Our 
S)te 


play - time is 
©piel = 3cit ift 




1 
o'er 
nun 


now, 
au6, 




and 


2~ 






1 ' 


1 1 


— . 1 . ■ ■ r 


|«— .■- 


^ 




] F- ! H 


/r3^^ 


^ ' 


1 


— t 


— p— 


M J . 


— ?H 


■ 


— *— H 


— 1 


_*_ 




— 


_| 


— t^— 










^1 







home - ward we 
ge = ^en roir 



must go. 



Fare 
i!ebt 



well, 



fare- 
lebt 



:=t 



jiziz 



ZiZt 



well, 



and be 
S3leibt im 



kind and 
mer Iteb 



po 
unb 



lite! 
out! 



fare- 
Sfebt 



:?=: 



12!^: 



_F! 



^r 

well, fare - well, and be kind and po - lite ! 

hjol^l, lebt ttjo^l, bleibt im » mer Iteb unb gut I 




23. Homeward. 



:=T- 



-. ^ ,_ 

Home - ward are 
^m = ber, kgt 



we 
unS 



go 
fd)et 



mg 
ben, 



as 



the 



:ct 



:il=: 



itz: 



night 
na^t 



dews 
bie 



fall. 

5«ad)tl 



There's 
Un 



no 
[er 



use 

Sag 






»oa 



-?2- 



:|=: 



==l: 



fret - 


ting, 


hap 


py 


are 


we 


all! 


greu 


bcu 


Uiar 


ja 


fd)on 


tooU - 


brac^t 



~ 60 — 

Note. It will be found very entertaining for children, if 
with the above pieces, in suitable places, bodily movements 
are carried out together with the song and words, such as are 
indicative of the meaning. So should in No. 2 the words "when 
through the air they're flying" be accompanied by a wafting of 
all hands above the head; the words "take me along" by a 
rising of all the class and lifting of hands ; and the final words 
"And caper, hop and rove about" by a corresponding, but not 
too loud a movement. So in No. 7 "snow-balling" should be 
described by fitting gestures. So in No. 8 the final words by 
a clapping of hands. The whole of No. 8 may l)e dramatized 
by descriptive motions. In No. 1 1 the parting of the swallows 
should be acted by a turning half round of the children stand- 
ing and the gesticulation of taking leave. In No. 13 the hare's 
rising on his hind-legs is imitated by putting both hands 
to the head as ears ; and the words " 't is dreadful to contem- 
plate " are accompanied by holding the hands on the eyes, as 
though weeping; finally the last strophe by a significant warn- 
ing with the index-finger. In No. 18 the baby -tending may be 
acted in every strophe. In No. 19 the last two lines of each 
strophe by singing, wheeling and sitting down again. Nos. 
20, 21, 22 and 23 give occasion for similar movements. — On the 
whole, singing should be carried on in a sitting, standing and 
walking position alternately. 



— 61 



II.— CHILD-LIKE POETRY WITHOUT SONG. 



1. Why Dolly cannot speak, 

Dolly, can you speak ? 
Now, pray tell me why 
You cannot — I 'm sure, 
You are older than I. 

Let us hear some good thing, 
You have pretty bright eyes; 
Come now, let us see. 
If you really are wise. 

You have eyes, but no mind; 
I have eyes and mind too: 
A hint let me take 
To do better than you. 



2. The Jftonkey, 

See! there 's a monkey in the street, 
His face looks very old, 
And though he wears a little coat, 
I think he feels the cold. 

His master plays the tambourine, 
And makes him dance and leap; 
But when he 's tired, he carries him, 
And lets him go to sleep. 



— 62 — 

The monkey's home is far away, 
In lands across the seas. 
There monkeys live in merry troops, 
Among the forest trees. 

They climb and play and spring about, 
And gather juicy fruits, 
Or on the mossy ground they run 
To dig for wholesome roots. 

The monkey loves her little one. 
She holds it on her arm. 
Or lets it sit upon her back. 
To keep it safe from harm. 

Now let us give poor Jack some nuts: 
He puts them in his cheek, 
And looks as if he 'd ask for more, 
If he could only speak. 



3. Water. 



How wonderful is water, 
Though we see it every day 1 
It 's clear as air, and useful 
For more than I can say. 

It 's very good for drinking. 
It helps the ships to sail, 
It falls from clouds in raining. 
And in the snow and hail. 

What could we do without it? 
No trees or grass could grow; 
And we should all be thirsty, 
And not know where to go. 



— 63 — 

The oceans would be valleys 
That never could be passed; 
No clouds would come to shade us, 
And the earth would be a waste. 

How good a thing is water 
To every thirsty child ! 
Strong drink will make men angry, 
This makes us calm and mild. 

It tastes the best of all things, 
When we are warm or dry; 
And if we 're not, we should not drink; 
There is no reason why. 



4. The Fiy^ the Raindrop and the Sunbeam, 

One warm summer morning, 
A very small fly 
Was dancing and buzzing 
All round in the sky. 

See ! says the little fly, 
What I can dol 
While I dance on my wings, 
I can sing with them too. 

From a cloud that was passing by 
Fell a raindrop. 
And swallowed the poor little 
Buzzing fly up. 

Oh ! says the little fly. 
What shall I do? 
This is the strangest thing 
Ever I knew. 



— * 64 — 

The thundercloud burst 
And came down in a shower, 
And the drop with the fly in it 
Fell on a flower. 

Oh ! says the little fly, 
What shall I do ? 
I should be as well ofi" 
With no wings as with two. 

The flower grew low 
By the side of a brook, 
And into its waters 
The raindrop she shook. 

Oh ! says the little fly, 
What shall I do? 
My wings and my body 
Are wet through and through. 

Away ran the little brook, 
Faster than ever. 
And tumbled the fly and drop 
Into the river. 

Oh ! says the little fly. 
What shall I do ? 
Where am I going? 
I wish that I knew I 

The river rolled on 
With a mighty commotion, 
And emptied the fly and drop 
Into the ocean. 

Oh ! says the little fly, 
What shall I do ? 
The world is all turned 
Into water, 't is true. 



— 65 — 

There came a great fish 
With a fierce looking eye, 
And he snapped at the drop, 
For the sake of the fly. 

Oh ! says the little fly. 
What shall ive do ? 
If the fish swallows you, 
He will swallow me too. 

But a sunbeam, that saw 
What the matter was there, 
Drank the drop ! and the fly 
Was as free as the air. 

Now! says t'he little fly, 
See what I'll do ! 
So shook he his little wings. 
And far away flew. 

Note. The words: "What shall I do" may each time be joined to a 
begging fold of the hands ; other words with other motions of the hands 
and arms. 

The four pieces No. 1 — 4 may be used for oral translation 
into German prose by the older pupils. The translation need 
not be literal. 



— 66 — 

5. The IF'ay to School, 

In winter, when 't is cold, 
In winter, when it snows, 
The way to school is long, 
As everybody knows. 

But when the cuckoo halloos 
That lovely spring draws near, 
The way to school does shorter 
By half to me appear. 

Good pupils, though, find always 
The way to school but short; 
In summer and in winter 
It is to them but sport. 



6. The Boy who wanted, to be tall, 

I 'd like much to be tall and big. 

And reach to the applctrce's highest twig, 

To stalk about with mighty pace, 

To outrun horses in the race; 

Up to the highest mountain top 

To climb with One, two, three ! hop, hop ! 

And il' there came a tiny dwarf — 

Like you — 
Lift him with my thumb by the scarf; 
And walking in the streets — just so — 
Look over every roof and steeple; 
That all the boys and all the people 
Should run and shout and cry: halloo! 
Oh what a giant, what a show ! 
But if I were so very tall, 
I could not go tcf school at all; 
Therefore, 't is better to be small. 

NoTB, This piece ought to be accompanied by gesticulation in several 
places, especially at the words "like you", which will be acted with haughty 
mien and by holding the hands out to signify littleness. 



— 67 — 

5* ®ct SEBCQ in bic (S^uU, 

Qm SBintcr, irenn c« frieret, 
^m SBintcr, iDcnu c^ fd)ncit, 
^Da ift bcr Scg ^iir (Sd)ule 
©crab nod) 'niai fo lueit. 

!J)od) luenu ber ^ucfuf rufct, 
!©a ift bcr ^riil)(ini3 ba; 
®ann ift bcr ST^cg jitr Sd)u(c 
|^iirtt)a()r iiot^ 'nial fo ual). 

SScr abcr gcrtic (crnct, 
^ciii ift tciii Scg ]\i fern; 
^^m 5-ritl)Ung unc ini 31Mnter 
®cl)t cr jur <Bd)iik gern. 



6» 3>cr ftcinc @ctitcgto#* 

3d) lunrc gcrn, nd) gcrnc grof^, 
(2o groi5 ali \m ein iHpfclbanm, 
Unb ging'niit mcitcn *3d)rittcn (o^, 
!©aB niir cin %^\cv't) nndjtnnic fanni; 
Unb licfc anf ben l)od)ftcn ^crg 
9D2it ^^luci, brci Sd)rittcn flint t)inanf; 
Unb tiinic fo cin flcincr ^wcyq — 

2Bic bn — 
Qd) t)ob' il)n niit jlDci ^ingcrn onf. 
Unb mcnn id) burd) bic (2tra^cn lief, 
(2o fat)' id) iibcr jcbc^ T^ad), 
Unb febcr ^nngc fal)'<5 nnb ricf: 
^aUol) ! nnb rennte niir bann nad). 
®od) lucnn id) gar fo grof? bann njcir', 
©ing'id) nid)t in bic (Sd)n(c mcl)r, — 
Unb ba gefallt inir'^ bod) gar fe^r. 



— 68 — 

7. 1§*ork and Pluy. 

Work while you work, 
Play while you play ! 
That is the way 
To be cheerful and gay. 

All that you do, 
Do with your might; 
Things done by halves 
Are never done right. 

One thing at a time, 
And that done well, 
Is a very good rule. 
As many can tell. 

Moments are useless. 
Trifled away; 
So work while you work; 
Play while you play ! 

Note. This piece, also, is fit for repeating, wlienever children are reck- 
less, slothful or fretful. 



8. The Doits (for Girls). 

How this doll is annoying me ! 

There in the corner I put thee. 

Thou say'st no word with thy sweet face, 

And dost not stir from place to place. 

A living plaything I prefer. 

Now, Lizzy, be in place of her ! 

You shall my daughter henceforth be. 

And like a baby cry to me; 

Shall have your milk and sugared pap; 

I sing a ditty, you're in my lap; 

I dress you, and you must keep still 

And do exactly what I Avill. 

I lay you in youi^ little bed. 



— 69 — 

Wei ]\iv 3eit, 
®pie( unb 3lrbcit ! 
®orin ift grcub' 
Ocfet unb ofljeit! 

SBaS bit ie tl)uft, 
2:i)u' e§ mit l^uft. 
5ffia« l)Qlb man tf)ut, 
©erfiti) nid)t gut. 

(5in6 Quf cinmat, 
Unb red)t gemadjt, 
^Qt mand}en Warm 
®el)r meit gcbrarfjt. 

Unnit^ ift ^tit, 
X)ic man Dcrfaumt, 
jDarum nie gctroumt, 
SlUeg 3ur ^cit ! 



8* ©tc «PufrJ>c. (gitr 3Kabc^en). 

iBic langmetlt mcinc '^nppe mi(^ ! 
gort in bic Gcfc ftcU' id) bid). 
X)n fagft bic gan^e 3cit fcin 3Bort, 
9?u()rft bid) nid)t Don bcr StcIIe fort. 
(Sin lebcnb *il3itppd)cn lob' id) mir. 
^omm, i'ic«d)cn, fonnn, id) fpici' mit bir ! 
3e^t foUft bu mcine 3:od)tcr fcin 
Unb n)ic cin flcinc^ tinbd)cn fd)retn. 
S(i} gcb' bir cincn i'offcl ^rei 
Unb fing' ein SKicgenlicb babci. 
^c^ pu^e bid), unb bu I)daft ftitt 
Unb tl)uft gef)orfom, n)a6 id) rv'iU. 
^(i) leg' bid) in bcin ^ettd)cn fcin, 



— 70 — 

You call me ''Ma"! you are my pet, 
To-morrow I your child Avill be; 
You fondle as a mother me. 
Now then, begin to cry and fret 
Right baby-like, my tender pet ! 

Note. The above piece requires also some gesticulation. 



9. The nalloon. 

Ye comrades all have seen, no doubt. 
The air balloon which flew about; 
A little boat was hung below, 
Where sat a man who cried: halloo! 
He waved a flag, it looked so prim, 
I should have liked to sail with him ! 
But was afraid that I might fall. 
And might be shattered once for all. 

How rapidly rose the balloon ! 
The man looked like a dwarf full soon. 
How much can he sec at a glance — 
Rivers and cities, Avoods and lands ! 
How fast he glitlcs from spot to spot, 
Till is seen but a little dot. 
I 'm dizzy now in tracing his way — 
No, I prefer below to stay.* 



lO. Jn the Brook. 

How the sun the water tinges, 
And the pebbles on the ground 
With its golden color fringes — 
What a fine bath have we found ! 



* The gesticulation here is a shaking of the head. All the piece may 
be dramatized. 



— n — 

Unb bu ncnnft mtd^ bctn SJJiittcrtcin, 
Unb morgen bin beiu ^inbc^en i c^, 
3)u fingft mid) ciit unb marteft mirf). 
S^Jun fang rcd)t ftdg(id) on ju jdjrein, 
3}2ein liebe^, fleine^ 3:t)d;tcrlein ! 



9. ©cr Cuft^rtttott^ 

3^r ^omcrabcn, ^abt i^r fc^on 
®efe^n ben gvofeen l^tftballon 
SIZit cincv flcincu ©onbcl bran ? 
!Dnn )at5 nub [audj^tc Icint cin SJJann. 
Sie l)iibfd) ! cr Ucp cin 5af)nd)en fUcgcn — 
^d) wcirc gcrn init nnfgcftiegcn. 
T>od) fitrdjt' id) mid); ^cV id) l)erauS — 
(So ludr'^ mit mcinem t'cbcn au^. 

Sic rafd) flog bcr iSatton cm^or — 
®er 9[l?Qnn torn wic cin ^wcw^ mir »or ! 
SSa§ mu^ bcr ?lUe^ fonncn fcl)n, 
©tabt, 'Dorf unb '*3anb unb ®crg unb ®een ! 
Unb uiic rn[d) ba^ inciter gel)t, 
^i'g it)r eg mie cin '!|3itnftd)cn fet)t! 
(S^ fd)n)inbe(t mir e^ an5nfd)aun. 
^d) fii{)r' uid)t mit, wiirb' mic^ iiid)t traun. 



10» Snt 5Ba<^c» 

Sic bic ®onn' im Saffcr ftral)tt 
Unb bic ^iefcl auf bem ®runb 
a«it ©olbfarbe ubcrmalt ! 
®ett, cin ^ob, ^a^ wax' gefnnb ? 



— 12 — 

In sunshine and open air, 
Shrubs and fragrance everywhere ! , 
Let us bathe in this cool brook, 
Follow me, boys, to yon sweet nook ! 

Little fishes, now beware ! * 
Ha 1 like lightning they are gone ! 
If I sprinkle you o'er there,** 
Comrade, Avould it not be fun ? 
Would that I a fish could be. 
And plunge deeply now and then. 
Swimming far out in the sea. 
Till the school-bell calls again ! 

But to be dumb like a fish. 
And to be shut in by ice 
In the Avinter, I 'd not wish; 
Comrades, that would not be nice. 
No, a child that loud can sing. 
Surely that's a better thing 
Than the finest fish can be, 
Eating worms in silent glee. 



11. Bewitching, 

Ay, if I was a fairy, and could bewitch, 
For fun and mischief how would my fingers itch ! 
Now I would to a whirlwind instanter change, 
Blow off your hats and bonnets — how droll, how strange ! 
Would turn into a sunbeam and o'er your bed 
Dance nimbly in the morning, when night had fled. 
Then would I be a huge fiy and buzz round you. 
And when you went to catch me, raise much ado. 
I would lie down before you, a luscious pie, 
And when you just were gi-asping, away I 'd fly. 



* Gesticulation : a warning with the index finger. 
** Movement indicative of sprinl^Iing. 



~ IS — 

Qn bcr ©onn', in freier Suft, 
^wifc^cn ©riiu unb Salbceibuft ? 
2luf, juin -53ab im fiiljfcu ^ad) ! 
5lir i^r Slnabeiv mad)t mir'd nad) ! 

^i[d)(cin i^r, nel)mt end) in 3td)t ! 
§a, fort I'inb fie luic bcr ^(i^! 
^ft'^^ nidjt cine \val)vc ^vadji, 
SBenn id; bid), ^am'rab, bcfpri^'? 
^tinnt' id) bod) cin ^ifd)lein fcin 
®ann unb loann, nub tand)cn ticf, 
(gd^iuinnncn lucit ind 9)?ecr Ijincin, 
Sdii jur @d)ut' bic ©locfe ricf ! 

Sfbcr ftumm fcin luie cin ^ifcf), 
.^anierabcn, mbd)t' id) nid)t ! 
Unb im Sinter ift'iJ ju frifc^ 
Unb ju eng ini (iife bid)t. 
Siicin, cin ^inb, ba^ fingen fann, 
3ft tiiet beffer bod) baran, 
Slt^ bcr fd)bnfte ©olbfifd) ift, 
;Der ftiU feinc Siirmc^eu fri^t ! 



11* ©ic 2<^ubtttu 

Qa, njcnn id) t)C?:cn fijnntc luic cine ^^cc : 
T)a woUV id) Unfinn trciben o fcruni [c ! 
:33alb roiirb' id) mid) Dcrnjanbeln in cinen 2S>inb 
Unb ndl)nie fort cud) ?UIcn ben ^^nt tjcfdjiDinb. 
®ann mad)t' id) mid) bc{)cubc jnm Sonncnftrol)l 
Unb fd)ien' cud) friil) ind :©cttd)cn, wedt' cud) jumat. 
^alb war' id) cine i^ficgc, fummt' nm cud) t)cr, 
Unb uiolltct it)r mid) t)nfd)cn, mcit wcg id) war', 
^d^ (cgte mid) al§ ^ud)en bid)t Dor end) t)in, 
Unb ipofltet i^r i^n naf^en, wUrb' id) entf(iet)n. 



— 74 — 

Again I your boot would be; you 'd draw me on, 

Would find you walk on stockings, what glorious fun ! 

I 'd turn into a bell and — to dinner call; 

You 'd scramble hungry forward — back would I fall. 

I would into a riea change, your hand to sting, 

And if you wished to catch me, how would I spring ! 

I 'd be your bathing water, and in the tub 

Around your heels like magic I would dry up. 

I 'd be the finest flower, and when you 'd try 

To place me in your bosom, away would I. 

I 'd be the green turf, and you in lying down 

Would splash into a pond, but — you would not drown. 

I 'd be a golden dollar; you 'd grasp at it, 

To find I was but paper, a counterfeit ! 

But then, in all this doing I 'd mean no harm; 

And as I am no fairy, raise no alarm ! 

What pity that there now is no more such charm ! 

Note. This piece also may be played with gesticulation. 



IQ,, The vain Gosling, 

A gosling was as white as snow. 
It stretched out its neck — just so !* 
And thought it was a swan. 
"Indeed, the only thing I lack 
Is a long neck, curved proudly back," 
So said it and stretched on. 

It left its sisters, went aside, 
And bore itself with scorn aud pride — 
As gosling 't was ridiculous; 
A swan it never, never was I 



* Gesticulation adapted to the words. 



— 15 — 

Sdait \mx' id} eucr ©tiefet, i^r joqt mid) an, 
Uitb giuQCt Qiif bent ^Stiumpfe, \vk ladjt' id) bann! 
:33alb mar' id) cine ®lodc, rief end) jn 3:i[d), 
^am't l)nnc3riij i{)r gelanfen, entfliJt)' id) frifd). 
^aib 3n)id't' id) end) an ipanben al^ Juie ein ^lol)— 
SBenn il)r mid) fangen luodtet, \vk \mx' id) frol) ! 
•33alb luar' id) -53abeuia[|er, ftiegt il)r l)incin, 
@o todv' bie !Sanne trorfcn nm ener ^ein. 
Sd) war' bie fd)onfte •53lnme — it)r brcid)et mid), 
Qn^ ^nopf(od) mid) ;,n fteden — nnb fort luar' id). 
Qd) \mv' cin gritncr 9iafen — il)r (egtct end) — 
llnb et)' il)r'£^ end) Dcr[a()et — Icigt it)r im !Ieid). 
Sd) wax' ein gotb'ner ;l:^oUar — i()r grifft nad) mir- 
Sd) \v'dv% menn il)r'§ befat)et — nnr Don *ij5apier. 
T)od) ail ba^ )ydr' nid)t bo[e don mir gemeint; 
2tnd) bin id) feine ^ee, bin nnr ener ^-rennb. 
Sie fd)abc, ^a^ fein 3Qul'cr je^t mel)r erfc^eint ! 



12, ®aS title ©an«cf)cm 

@in ®an§d)en tnar |o nteif? tine <S(^nee; 
®a§ redt' bad £opfd)en in bie ipijt)' 
Unb bad)t', ed iucir' cin 'ed)n)an. 
„giinua{)r, mir fcl)(t nid)td iveiter aU 
®er lange, fd)i)ngefriimnite .f)alc/' 
©0 ^ub iia^ 92drrd)en an. 

3et|t trennt' c§ t)on ben ®d)ir>eftern ^id) 
Unb redt' ben |)ald nnb jiertc [id) 
Unb marb aid (^rtndd)en Idd)erlid), 
Unb \t»urbc bod) fein ®d)n)an. 



— 76 — 
13. The Raven. 

A raven stole a hundred things, — 
Pearls, money, glass beads, golden rings, 
And with them to his nest he hied. 
The rooster looked at it and cried: 
"What art thou doing with that booty. 
Which never any good will do thee?" — 
"1 do not know," replied the raven, 
"I take things only just to have 'em." 

Object Lessons to 12 and 13. — The moral Lessons in these two pieces 
ought to be elicited from the children by questions like these : Can a goose 
help being a goose ? Is it its own fault to be only a gosling ? Is it a disgrace 
to be a goose.' Cannot a goose be as good in its place and as happy as a 
swan ? Can it become a swan by trying ever so hard ? 

Wliich is better, to take away things from others, or to give good things 
toothers? To make others happy, or to wish to be happy alone? What do you 
call the raven for stealing ? and what for keeping what he did not enjoy ? 



* 14. The dancing Bear. 

What a dancing-master is coming there? 
Welcome, welcome, jolly bear I 
What shrewd arts you do understand ! 
Hobbling on two legs, staff in handl 
A pity only, it seems to me. 
You growl at it so grudgingly 1 

"No wonder !"says he, "why should I laugh. 
If I must walk here on my staff? 
I 'd rather be in the woods, my home, 
And sleep, or at my pleasure roam. 
Here I am hungry many an hour ; 
I 'd rather the forest for honey scour." 

Object Lesson to 14. — The children ought to describe the bear from re- 
collection and from a picture. Give as much of the bear's Natural History 
as will explain the piece, and repeat your teachings by questions and answers. 



— 77 — 

(5in 9?at)e [rfjlcppte taufcnb 3)ingc, 
®clb, ®la<5foraUeu, ^^erlen, Oiinge 
3ii cinen 3Binfc(, wo cr fcl)licf. 
!Dcr ^audt)af)n fa^ il)m gu imb ricf: 
„Sad t()uft bit bcnit mit bicfen Sad)en, 
!^ie bid) bod) nicnial^ QliidHd) madden ?" — 
„3d) »?ciB e« [elbft nic^t," fprod) ber 9?abe, 
„3d) nel)m' e^ nur, bomit idj'S \jaht." 



14* S>ei: Xattsbat* 

SBaS fommt bcnn "t^a f itr ein JTanjmciftcr t)cr ? 
SBiKfommen, h)iUtominen, bu nQrrifd)cr ^av ! 
SBa^ hn bod) aUcd fur ^'unftc t)crftcl)ft, 
5Bic jiertid) bu auf siuci ^eiucn gef)ft ! 
9iur ^djaht boc^, ©drd)cu, I)orc niir ju: 
©u brummft [o gar oerbriefeli^ baju. 

nSSfliv Sarcn ift'S frcilid^ nid)t jum 5?ad)cu ; 
Qd) mu§ ja t)ier meiue (gpriiugc madjeu. 
33iel Itebcr luor' id) im Salb, ju §au^, 
Unb fd)Iicfe iu mciner 5pi)I)(c an^. 
^icr mufe id) I)ungcru bcu t)albcu Xag; 
35iet lieber giug id) bem ^onig nad)." 



- 78 — 
15. The Jflonse. 

To the butler says the cook: 
"Catch me that mouse m the nook ! 
There 's nothing safe in the pantry, 
Nor in the kitchen, nor in the laundry ; 
All things around it gnaws 
And bites with its little jaws. 
Where 'er roast-meat is found. 
Little mousey is around. 
It bored in the pantry a hole, 
Through which it went in and stole. 
Now catch it, butler, use thy wit, 
Or out to the bushes drive it." 

The butler makes a wry face 
And says: 

"Little mouse, little mouse, 
Stay in your little house 1 
Take care to-night. 
Keep out of sight I 
Don't rustle so loud. 
Nor steal here about I 
Or else I shall get you 
In my trap, I tell you !" 

The butler covered up all the food. 
And in the trap the bacon put, 
Then locked the kitchen and barred it. 
And went to bed in the garret. 

Little mouse keeps still and thinks: 
He is right; and off it slinks. 
But only a little while. 
When it says with a smile: 
"The bacon smells too sweet; 
It won't hurt me, indeed, 
If I nibble a little bit, 
A very little of it. 



— T9 - 

13, S^ic 9Wau§. 

S^tc tbd}tn f priest jum tod): 
„^au9' mil- bad lltauiflciu bod) ! 
(id ift ntdjtd fid)cr in tiid)' itnb teller, 
SBebcr ill ber (2d)ii[fel nod) aiif beiii Xedcr. 
^0 'wai liegt, ba fri^t ed; 
2Ko wad vied)t, ba ift ed; 
5lBo eiu ^ratcii baiiipft, 
toinmt bad SOiciudlein unb mampft. 
3n ben titd)cnliel)alter 
^at cd gcbii'leii eiii V'od). 
tod), faiuV iiiir bad iUZciudleiii bod) 
Hub la%' cd luieber in bie g-elber obcr in bie Scilbcr!" 

T^a inad)t ber tod) eiu (^c[id)t 
Unb fpvid)t : 
„9Jiandlein, 9)?and(ein, 
^Icib' in bcincni .'pandlein ! 
gjimin bid) in 5ld)t 
.f)cut' ?Jad)t ! 
Wad)' and) fein ®erdn[d) 
Unb [tiet)t nid)t bad 5'Ieifd), 
(gonft mirft bn gefangcn 
Unb anfcjc^angen !" 

^iDcr tod) aber bed t jn atlc 
(Sc^iiffeln nnb ftcUt anf bie ^-alle 
^intcn im Gd' nnb tl)nt t)incin ben (gpecf, 
©perrt bie tiid)e jii, Qet)t nnb Icgt fid) jnr 9JuI). 

T)ci^ ^Biandlcin ober ift rnl)ig 

Unb fprid)t: ,,'IBad er fagt, t{)n' id)!" 

5lber cd I)at nid)t lange gcbancrt, 

<Bo fomnit fd)on bad 3Jti1nd(cin nnb lancrt 

Unb fpnd)t: „'$ok rted)t ber <Bpcd fo gnt! 

S55er iwcifv oh'i \mi tl)nt ? 

9?ur cin tncnig nitid)t' id) beif^cn, 

^yjur ein tuenig mod)t' id) fpetfen. 



— 80 — 

A little is nothing !" so speaks 
Nimble mousey and sneaks 
Up to the trap and seeks, 
Crouches and stretches out, 
Couches and feels about, 
Crawls like a snake on, 
And tastes of the bacon, 
Draws, gnaws and saws. 
Rrrr! — there is a clap! — 
And closed is the trap. 

Ah, what a dreadful fright ! 
Where now can it hide? 
There 's no way out for the mouse, 
So tight is the house! 
It whistles and rambles, 
It pinches and scrambles. 
Everywhere a grate. — 
Oh what a sad fate ! 
Everywhere a wire — 
How bad, how dire ! 

Alas, alas, that this should have come to pass. 
That the mouse no smarter was ! 

Meanwhile the morning dawns. 
The cook comes and yawns, 
Sets about making the tea, 
And sees the mouse, dear me 1 
Steps up to the trap and cries: 
*'We have got one of the mice! 
The little mouse that always stole ! 
You had better have stayed in your hole 1 
Look, if a little is nothing I 
That very little bit. 
That was the end of it!" 

Note. This piece may be committed to memory in about four lessons 
A few facts from the Natural History of the mouse and gnawing Mammalia 
in general, as for instance about their teeth, long tails, lively habits, long 
travels, may be given. 



— 81 — 

(Finmol tft feinmat ! (go fpric^t 3JJauM)cn imb [c^Ieic^t, 

^ivS c<5 bie galle crrcicf)t, 

©iicft fid) imb biicft fid), 

@d)micgt fid) iiub bicgt fid^, 

OJiugcIt baiJ (Sdituanjlem 

$Btc ciu ^ranjlcin, 

ee^t fid) in'^ iScf 

Unb crgbljt fid) am (Spccf, 

W\^t, bcifet unb fpeift. 

^atfd)! — tl)ut'^ cincii ^naU- - 

Hub su tft bic 8-all' ! 

^qS SlJiciuSlein jittert t)or (Sd)recfcn 

Hub mod)t' fid) nerftcden. 

SIbcr luo c^ )uiU l)inau«^, 

3ft ^iigcfperrt ba^ ^au«$. 

(id pfeift unb jap^elt, 

(Sd fneift unb frabbett. 

UcbcraU ift ein ©ittcr — 

Unb iiai ift bitter, 

Ucbcmll ein X)rQt)t, — 

Unb bod tft (s:d)ab' ! 

gciber, Iciber, tonn'!* 9D?dndlein nidjt inciter. 

SBcir'S nur gciuef cu gcfd)cutcr ! 

Untcrbeffcn iuirb c§ 9)2orgcn, 

T)a fonunt bic ^o&jin nub wilt bcforgen 

"Den ilaffce unb ben 3:t)cc. 

X)a ficl)t fie, wad uorgcgongcn, 

Unb luie bad !i)Mud(cin ift gcfangcn. 

®an5 fad)t' fd)leid)t fie ()in unb Iad)t. 

„.^aben luir cublid) crl)afd)t 

2)ad iWaudlciu, bad immcr gcuojd)t? 

©iefift bn ? t5inuia( ift teinmal ! 

Sdrft bu gcblicbcn in bcinem I'od), 

©efangen l)dttc bid) ntd)t ber ^od)." 



— 82 — 

16. If^/ko stoie the nird'>s JVest t 

"To whit! to whit! to whcc! 
Will 3011 hstcii to me ? 
Who stole four eggs I laid, 
And the nice nest I made?" 

''Not I," said the cow, "moo, 00! 
Such a thing Id never do ; 
I gave you a wisp of hay, 
But didn't take your nest away. 
Kot I," said the cow, ''moo, 00! 
Sucli a thing I 'd never do." 

' 'To whit ! to whit ! to whee 1 
Will you listen to me? 
AVho stole a nest away 
From the plum-tree to-day?" 

"Bobolink, bobolink! 
Now what do you think ? 
Who stole four eggs I laid, 
And the nice nest I made?" 

"Not I," said the dog, "bow, wow! 
I wouldn't be so mean, I vow; 
I gave hairs the nest to make, 
But the nest I didn't take. 
Not I," said the dog, "bow, wow! 
I wouldn't be so mean, I vow!" 

"To Avhit ! to whit ! to whcc 1 
Will you listen to mc? 
Who stole lour eggs I laid. 
And the nice nest 1 made?" 

"Not I," said the sheep, "oh no! 
I wouldn't treat a poor bird so. 
I gave wool the nest to line, 
But the nest was none of mine. 
Baa, baa!" said the sheep, "oh no! 
I wouldn't treat a poor bird so." 



— 83 — 

16* aScr I)ot ^a« SBoflclncft flcftoI)tctt? 

limit ! timnt ! tniint ! 
ipbrt ciiimat jit, id) bttt' ! 
SSer l)at iiiir nicin "itk|"td)cn ncnommcit 
Unb oier Gicr, bie id) lefomnicii ? 

^^cf) nid)t, fprad) bic ^iit), mu, mu, 
(So 'wai id) nicmat^ (()ii'! 
Gill :23ii|'d)c( ^■)cu gnb id) bnju, 
©od) baS 9cc|'t, ba^^ licf^ id) in 9iuf)'. 
Od) iud)t, [prad) bic ^id), nui, mil, 
<Bo 'wai id) uicma(5 t()u'. 

^^uiDtt! tiUDit! tiiiuit! 
^ort cinnml 511, id) Intt' ! 
Ser l)at mir mciii 9icftd)cii gcnommcit 
Unb tiier (5icr, bie id) bcfommcn ? 

Sperling, Sperling licb', 
SBcr i[t bcr -^^icb? 
S5?er nafjin i>ai 9(efttein fort, 
§eute Don fcincin t)vi ? 

Sd) nid)t, fprid)t bcr ipnnb, I)nnm, ^annt, 
Qd) fomnie iiic anf cinen ^amn. 
Sd) gab .^aar ^nm '>:)icftc I)cr, 
®od) ftc()Icii fonnt id) niinnicrmc{)r. 
Od) nid)t, [prid)t ber ^^nnb, l)anm, f)anm, 
3^c{) fommc nic anf cinen ^aum. 

STmrttt! timnt! tmuit! 
^(jrt cinnml ^n, id) bitt'! 
Scr t)at mir mcin 9icftd)cn gcnommen 
Unb dicr Gicr, bic id) befommcn ? 

Sd) nidji, [agt ha^ Sd)af, nein, 
©0 granfam fonnt' id) nic fein. 
SoUe gab id), ba^ 9ccft 311 luarmen, 
S3od) ha^ 9?cft t{)at id) nid)t {)drmcn. 
53aba ! fagt ba§ !£d)af, ncin, 
Wk tmmV id) [0 granfam f cin ! 



— 84 — 

"To whit I to whit! to wheel 
Will you listen to mc ? 
Who stole four eggs I laid, 
And the nice nest I made?" 

"Coo cool" said the cuckoo, 
"Let me speak a word, too. 
Who stole that pretty nest 
From the little yellow-breast?" 

"Caw 1 cawl" cried the crow, 
"I should like to know 
What thief took away 
A bird's nest to-day?" 

"Cluck 1 cluck 1" said the hen; 
"Don't ask me again! 
Why I haven't a chick 
Would do such a trick. 

We all gave her a feather, 
And she wove them together. 
I 'd scorn to intrude 
On her or her brood. 
Cluck 1 cluck 1" said the hen, 
"Don't ask me again 1" 

Chir- a whir 1 Chir- a whir I 
We will make a great stirl 
Let us find out his name. 
And all cry: For shame 1 

"I would not rob a bird," 
Said little Mary Green; 
"I think I never heard 
Of anything so mean." 

" 'T is very cruel, too," 
Said little Alice Neal; 
"I wonder if he knew, 
How sad the bird would feel ! " 



J 



— 85 - 

2:uniit! tutrit! tutt)it! 
^ort einmal 511, id) bitt' ! 
Ser t)at mir niein ^?Jcftcf)cn gcnomnteit 
Unb oier C^ier, bic ic^ befommcn ? 

v^utu ! vicf ber .Qudut t)cr, 
9)2bd)t' ipiffcn, mcr ber "^^icb icor! 
SSJcr bicje^ 'Jicftdien 9cftoI)(eu, 
3)cn foil bcv iludut l)olen ! 

^rat), trdl) 1 fdjrie ber 9?abc, 
®cbt l)cr, ob id)''* l)abe ! 
2Bad fiir ciii <2d)lingel mu§ e§ fein, 
3u nel)mcu ani eiit ^^icftclcin ? 

®lucf ! glucf ! mciiitc bie ^crnic, 
T)ai ift mcl)r, aii id) tenne. 
'S ift imtcr mciiicr ®riit fcin ^ut)n, 
©ad fo 'wad (Sd)lcd)ted foiinte tl)uu. 

SBir gabcn !^cr cin S^htv 
3inn 5lcftd)cu cine ^eber ; 
^ix l)abeu iiidjt'* gcmetii 
Wit fold)en 3)icberei'n. 
©liicf ! glud ! meintc bic §cnne, 
!©ad ift mcl)r, aU id) fcime. 

9?ifc^, rafd)! fifet, fafcl! 
9)Zad)t reditcii ©pcltafcl ! 
SBoU'n fet)n mit einanbcr, 
3Ber ber i)ieb ift, pfui, (2d)anbc ! 

Qd) nel)mc fcin 9'?cftd)en auQ, 
®agte 3)hricd)en Tlau^. 
Qi ift ganj nncr^ort, 
"^a^ man bic 33oglcin ftbrt! 

'© ift cin graufamer ^Spa^, 
©agtc vSlii^d)en §a6. 
Ob ber ©icb e« n}ol)l bcbad)t, 
233a« fiir ®d)mer3cn er gemad)t? 



— 86 — 

A little boy hung down liis head 
And hid himself behhid the bed; 
For lie stole that pretty nest 
From poor little yellow-breast. 
And he felt so full of shame — 
He did not like to tell his name. 



17, The little Tree that wanted, other L,eaves. 

There stood in the forest a little tree 
Through fair and l)oisterous weather, 
That had but needles instead of leaves 
For a garment upper and nether. 
The needles, they were stinging. 
The little tree was singing: 

"All my little comrades — alas ! 
Have the nicest leaves on, 
And I have but needles — alas! 
AVho looks at me? — Ko one! 
Of all the wishes manifold 
I 've but one, for leaves of gold." 

Night came, the stripling foil asleep, 
And in the morn awoke again, 
When it had golden leaves — ha, well! 
Proud was it, then. 
The little tree said: "Now I 'mglad, 
No other tree such leaves e'er had I" 

But when the sun that day went down, 
Through the woods a robber slipped. 
With pockets big and a face so brown. 
He saw the golden loaves and stripped 
Them from the twigs and stole away, 
And left the tree bare in dismay. 



81 — 



(5tn 33iUi(cin ()dngte [cin ^aupL 
Q r t)atte bnci "ilccftdjcu gcraubt. 
£), cr |d)dmtc fid) fo gar! 
SBoU'u md)t fagcn, mer ci \m\v. 



17* 2Jom S8aumlcitt, ^a$ anbete 93Iattcc 1)at detooUt. 

(5§ tft cin ^Qumtcin geftaiibcn im ^a{i>, 
3n gutcm unb |d)Icd)tcm iilsettcr, 
!^ad liat uoii imtcii bivJ obcu 
9iiir Oiabcdt gcl)abt [tatt ^totter. 
®ie "^Jabcdi l)abcii ge[tod)cn, 
T)aiS 4Bdumlciii l)at gc)pi-od)eii : 

JUk ntcinc ffamcrabcn 
f)Qbcu fdjiiiie Ai3U1ttcr an, 
Unb id) I)abc nnr 9ZabcIn, 
9Jicnianb )'icl)t mid) an. 
Tjiivit' id) mil- uiitn[d)cn, \m& id) njoHt', 
SS3iinfd)t' id) niir flatter Don lanter (i)otb." 

Sic'd 9?acr)t ift, fd)lief baS ^aumlcin cin, 
Unb friil) ift'^ uncbcr aufgcniad)t — 
!Da liatt' c^ golbcnc iBUittcv fcin, 
IDa'S wav cine *ij?rari)t ! 
3^a^ i;!3dani(cin fprid)t: ,3?nn bin id) ftot^, 
©olb'nc quitter I)at fcin ^auni im Apolj." 

Slbcr luic c§ 5Ibcnb luarb, 
©ing cin 9Jiinbcr bnrd) ben 'iS^saii), 
Wit gro^cm ®acf nnb (angeni ^art. 
!Der ficl)t bic gotb'nen ^^Uittcr balb. 
(5r ftc(ft [ie ein, gcf)t cilcnbt^ fort 
Unb td|t baS Icere ^dumlcin bort. 



The little tree said sobbing: 
''My leaves of gold, they are no morel 
My heart lor shame is tlirobbing, 
The other trees are leav'd all o'er 1 
Oh, if another wish I had: 
With leaves of glass I would be glad!" 

Night came, aslec[> the stripling fell, 
And in the morn awoke again. 
When it had leaves of glass. — Now well! 
Laugh it did then, 
And said: ''Now I am full of glee, 
No tree is glittering like me I" 

But then a violent wiiirlwind rose 
And grew a gale in a hurry. 
And blew through all the trees, and those 
Glass leaves were in a flurry. 
And all the bright leaves of glass 
Lay broken in the grass. 

The little tree said whining: 
"My glass lies on the ground; 
The other trees are shining 
In verdure all around ! 
Oh, if but one more wish I had: 
I 'd wish green leaves and would be glad 1" 

Night came, the stripling went to rest, 
And in the mora again awoke, 
And had green leaves like all the best! 
That was a joke ! 

It said: "Now I ^ave leaves like all, 
And need not be ashamed at-all!" 

There came the old goat sneaking, 
With empty udder. 
For grass and foliage seeking. 
As a good mother. 



— 89 — 

1}a§ ^dumtcin fprtdjt mit ®ranicu: 
„3!J?ctnc golb'neu flatter baucru mid] ! 
Qd) iiui^ t)or belt aiibcru mid) fd)dnicn, 
SDic tragen fo fd)onci5 i'aiib an [id), 
^iirft' id) iiiir tuiiiifdjcii nod) ctum^, 
Sunfdjt' id) mir ©latter Hon lantcr &ia^." 

2ii>ic'5 9?ad)t ift, fd)acf ba§ 33dnnilcin cin, 
Unb micbcr friil) iit'i anfgcwad)t; 
5^a l)at e$ c3Ui|cnic :33ldttcr fcin. 
®av5 S3dunilciu (ad)t 

Unb \pv\d)t: ,,'^hm l)ab' id) bod) 53Idttcr and), 
©a^ id) mid) nid)t ^u jd)dmen brond)'." 

T)a tarn cm argcr ^iMrbcIwinb 
SOtit eiiicm luiiftcn ii^cttcr. 
'Dcr fdl)rt bnrd) allc ©dnmc gcfd)Uunb 
Unb fonimt an bie flldjcrncn ©latter. 
®a lagcn bie ©latter non C^Hafc 
3crbrod)en in bem (Strafe. 

!Da§ ©dnmlein [prad) mit !Iranern: 
„9)?ein (Viiai licgt m bem Stanb; 
S)ie anbern ©dume baneru 
Tlit it)rem griinen 8anb. 
Senn id) mir nod) iim^ it)iinfd)cn [oil, 
Siinid)t' id) mir griine ©tdtter mol)!." 

Sie'S '^adjt luorb, fd)Uef ta^ ©dumlein ein, 
Unb luieber fritl) ift'S anfgeit>ad)t; 
'^a t)at ev^ griine ©Idtter fein. 
3)a\5 ©dnndcin lad)t 

Unb fprid)t: „Oiun l)ab* id) bod) ©tdtter and), 
l^a^ id) mid) nid)t ^n [d)dmen brand)'!" 

^a !am mit do Hem Gnter 
!Die attc @ci^ gcfprnngen, 
©ic jnd)t' fid) (Mro^ nnb lirdnter 
giir il)rc 3nngen. 



— 90 — 

She sees the leaves — what docs she care ? — 
And nibbles the poor tree quite bare. 

Again the tree stood l)arc and sore, 
And said: "What a strange fellow 
I was ! I shall now wish no more 
Leaves green, or red, or yellow; 
Had I but needles for-ever, 
I 'd never murmur, never!" 

Night came, the sad tree fell asleep; 
Sad in the morning it awoke — 
But looking round it did not weep, 
No, no, — in hearty laughter broke. 
And all the trees round laughed at it, 
But stripling did not care a bit. 

"Why then was it now glad and bright ? 
And why its fellow trees did mock ? 
It had got back that very night 
All its needles, the old frock, — 
So that any one may behold it, 
It is just as I told it. 
Walk there, look on, l)ut touch it not ! 
Why not? — Its needles it has got. 

Note. The moral of the piece — to he satisfied with one's station in 
life — ought to ho touched upon. The piece is not too long for four or five 
lessons. 



18. Horse nntl Whip. 

A truck horse in tlie stable stood, 
Tlis harness olf, awaiting food. 
The whip is in the cornei- dangling, 
The sluggard at the whip is wrangling: 
"How awfully scvere's thy flogging. 
When I ain with the wagon jogging ! 



— 91 — 

®ie ficl)t bag 8au0 unb fragt nti^t ttiet 
Uub fi-i^t e'S ob mit ©tumpf unb ©ticl. 

Unb Uiicbcr ftanb ba§ iSdumlciu Iccr, 
(5d fprad} nun 3U fid) felbcr : 
Qd) bcc3cl)rc nun fcincr ^Miittcr utcl)r, 
SSebcr gritucr, nod) rotl)cr, nod) gclbcv. 
^(itf id) nur nod) nicinc i>cabcln, 
Sd) wollk [ie nidjt tabchi. 

Unb tDtebcr ld)licf bn* :35aumfcin ctn, 
Unb traurig ift c^ aufgcuiad)! — 
3)a k[icl)t cv^ fid) im Sonncn|d)ctn 
Uub (ad)t unb (nd)t. 
UnD a((c iBiinnic Iad)cn'^ an^, 
;©a^ iytinnilciu abcr nmd)t fid) nid)t3 b'rau^. 

Savum I)at'd 33nuiu(cin bcnn gcladjt ? 
Unb luanun fcinc i'ianicrabcn? 
($•6 l)at bcfomuicn in c i n c r 5?ad)t 
Sicbcr alio [cine iliabchi, 
!Dat3 ^cbcrumnn ci fc()cn fnnn. 
&c[y l)iuauv^, [icl)'i< nn, bod) rit()r'^ uid)t an. 

Sarnui bcnn nid)t ? 

Si'cirvJ ftidjt 



18* ®a§ ^fcrt unb bic «PcitfcI)C» 

(Sd ftc()t im 8tnl( bcr ipcrbcvg' faiit 
®er nbi]C5dnnitc jvn()nnannc'gan(; 
T^ic '^]3citfd)c l)ani-)t ant 'Juiijcl bort, 
!Dic fd)navd)t cr an mit barfd)cm '-Ilnn-t: 
nWic fd)rccflid) t)a[t bn mid) ncfd)lai)cn, 
%i^ id) gcfpauut luar an bcu SIhiqcu ! 



— 92 — 

''My neck and back arc striped and scarred 
Like Union flags, you strike so liard. 
I tell the whole truth blunt and round: 
You are the coarsest whip e'er found." 

''Ay," says the whip, "you are yet young, 
You 're stout of bone, of marrow strong, 
You like a filly ought to draw, 
Not puffing like an old nag, pshaw! 
If you will day by day do so, 
You will not get a single blow." 

The horse thought well of it that night, 
And minded it with all his might. 
And ran, next day and afterward, 
Right with a will, just like a bird. 
He darted over hill and dale. 
Did never in his duty fail. 
The whip with him no more did meddle, 
But beat the time with merry rattle. 



19. MSiff nog and smali Oog, 

"Big dog, you daren't stay, 
Bully, be gone away! 
If I should get at you, 
What would I Avith you do !" 

"Cur, keep still, little wight. 
You 're not so dreadful quite !" 

Bull dog the cur would spurn, 
Hardly his head would turn. 
Little cur said not a word. 
Sped away like a bird; 
But when he was safe in-door. 
Barked as loud as before. 

Note. This piece bears some cesticnlation, such as threatening with the 
fist on the part of the small dog, the turning of the head of the large one. 



— 93 — 

9)?cin ^ald unb 9?ucfcn l^alicn Stricmcit 
©0 tang unb brcit unc Sattclriemcii. 
3d) itiill'S mir [agcn hir', unb bciitfd): 
®u bift btc aUcrgrbbfte ''^Jcitfd)' !" 

®ie ^eitfdjc fpridjt: „^tft jiuig uiib ftarf, 
§aft fefte iluodjcn, gefunbciJ 9}?ai1; 
i)a mii§t bii tuic ciii giiUcn laiifcn 
Unb barfl't nid)t inic ein fllcppcr [djnaufcn. 
Unb luidft bn biu^, bcfommft bn Zao, fitr 3:a\3 
5l)on mir nid)t cincn cin3'9cu SdjUicj." 

!l)rauf t)at bcr ©ani c« iibcr Tiad)t 
Sot)l iibcrlcgt unb iibcrbad)! 
Unb ',og am anbcvn Zac^ ben Sagcn 
(So fdjncU, ha^ man eiJ nidjt fann fagcn. 
S)a ging c5 iibcr XI)aI nnb i^iiigcl, 
9tlv^ unircn i()m gcuiad)icn %{\\(\d. 
^Ic ^M'itjdjc lief; i()n jdU in ^Jiul)' 
Unb fnallte nnr ben 3:at:t baju. 



19. ©rofjcr unb Hciitcr J^iiiib* 

„©ro^cr .Spnnb, ti)lpifd) 3:t)ier, 
SSillft bn gtcid) fort Hon I)icr ? 
Scnn id) erft fomm' an bid), 
®cl)t cd bir jiimmcrlid) !" 

„„Sti(I nnr, bn fleincr 3Bid)t, 
SOicinft ca fo jd)Umm bod) nid)t !"" 

©rofecr |)unb brel)tc fnnm 
©cincn ^opf tuic im llranm; 
Kleiner fprad) nid)t cin Sort, 
!i'icf in bcr Gilc fort; 
Grft a(§ cr fid)cr it^ar im ^an^S, 
S3cUt' cr gciDattig jnr 2:t)ur I)inan^. 



— 94 — 

20. I HI try. 

Two Robin Redbreasts built their nest 
Within a hollow tree; 
The hen sat quietl}- at home, 
The cock sang merrily; 
And all the little young ones said:^ 
"Wee wee — wee wee — wee wee !" 

One day the sun was warm and bright 
And shinuig in the sky; 
Cock Robin said: "My little dears, 
'T is time you learn'd to fly." 
And all the little young ones said: 
"We '11 try — we Ml try — we '11 try !" 

1 know a child, and who she is 
I'll tell you by and by; 
AVhen mamma says: "Do this or that," 
She says: "What for?" and "Why?" 
She 'd be a better child by far, 
If she would say: "I '11 try." 

Note. Whenever a child frets at a lesson, and refuses to try, the class 
may be made to recite this piece, and to look at the little sinner, at the 
words: "I'll tell you." 



21. The Pigeon-house. 

Look ! here's a pretty pigeon-house ! 
In every narrow cell 
A pigeon with his little wife 
And family may dwell. 

Their beds are only made of straw, 
The rooms are dark and small; 
Rut many though the pigeons be — 
There 's room enough for all. 



— 95 — 
20. Sd> tDiU'g t)crfucf>cn. 

©u ^aar i)iotl)teI}Id;cii bauf cin 9ccft 
Sin eiiier griiucu @teU'; 
'4^ic aJiuttcr ru()ig fap baljcim, 
!j)a§ ipal)ndjcii fang fo l)c(I. 
!Die 3^iingcn all, fo fprarijcn [ie : 
„$Bi lui, lui w'l, \vi wi, \vi mi!" 

(Simiml im jdjonften (Sonncnfd)ctn — 
^cin 2©inb luar lucit unb bvcit, 
<Bpnd)t .^al)ndjcn : „ttnbcrtcin, c§ ift 
^um ^-ticgcidcrncn 3cit." 
SMe 3^ungcn oUc fagtcn ba : 
„@cn)i^ ! ^erfudjcii mt% '^apa I" 

Qd) feim' ciit ^tnb, unb wer [ie ift, 
T^a^ fag' id) cud) fd)on nod); 
23}cnn "iDtama fagt: „3:i)u' ba<^!" fprid)t [ic: 
„So5u?" nub „trantui bod)?" 
Gin t)ic(, bid Ocff'rcci tinb Uicir' niir% 
Sprdd)' immcr fie: „^crfud)cn luir'ei!" 



21* T>a^ Xauhtnf^au^* 

(Scl)t ^icr, ein niebtic^ !i:aubcnl)au!5 ! 
^'n iebem Sinfclein 
(Sin !i:dnbrid) mol)nt mit feiner grau 
Unb feinen ^ungen ftein. 

SSon ©trol) finb i^re -33etten b(o^, 
!Die 9Jdnmc eng unb bid)t, 
!l)od) ob'd an^ nod) mcl)r S^auben finb, 
$(n 9?anm fe^lt'^ i{)ncn nid)t. 



— 96 — 

Because they don't dispute and fret 
For every little thing, 
But live in love and gentleness, 
At home and on the wing. 

How soft and low their cooing sounds, 
As each one says: "Good night !" 
How cheerful, when at early morn 
They dress their feathers white ! 

Then far into the Avoods and fields 
To seek their food they fly, 
Returning to their house betimes, 
When sunset gilds the sky. 

Note. IJkewise this piece may be recited by the class, when iiiiairels 
and disputes have occurrcsl. 



22. The Sprites. 



How comfortable — we are told —- 
Was rendered life by Imj^s of old ! 
If one was lazy and struck work, 
And would his lot of labor shirk, 

There came, ere you might 

Think it, at night, 
The urchins and swarmed 
And rapped and alarmed. 

They tugged 

And hugged. 
And hopped and trotted, 
And cleaned and blotted; 
And ere a sluggard was awake, 
Would all his day's work ready make. 

The carpenters stretched out themselves 
On chips of wood down on the shelves. 



9T 



©ie luifl'crt nidjts Don ©treit unb ^mit 
Uiu icbc itlchiigtcit; 
gieb-reid) imb fricblicf) lebcu [ie 
3u §aiiS unb braupen Wcit 

Sic [anft unb jcirtlid) fitngt Ujv 5:on, 
3[Bcun iebci^ [agt: „®ut' 9tad;t!" 
!©c^ SJiorgcn^, lucnn fie pu^cn fid), 
gragen, luti^ 2)iauia imd)t. 

!Dann flicgcn fie in 95>a(b unb gc(b 
9lad) il)veni Jynttcr an^j; 
Unb ntcnn bcr 5lbcnb golben luinf't, 
'^amx tonuncn fie nad) ipauij. 



22» ^ie ^cinjelmanttii^cn* 

Sie wax ju ^o(n c^ bod) Dorbem 
9Kit Apeinjclnuinnd^cn fo bcqueni ! 
©enn mar man foul, man legte fid) 
§in auf bic ^anf unb pflegtc fid): — 

!Da famen bci dladjt, 

(5()' nian'^ gebadjt, 
!^ic DJMnnlein nub fd)Uidrmtcn 
Unb fUippten unb larmten 

Unb rnpften . 

Unb ytpften 
Unb t)itpftcn unb trabtcn 
Unb pntjten nnb fd)abtcn — 
Unb et)' ein ?^an(pe(5 nod) cnuad)t, 
3Bar air fein S^^agemcrf bcrcitd gemadjt. 

!Dte ^inimcrlentc ftrcdtcn fid) 
$^in auf bie ^Bpan' unb recften fid); 



— 98 — 

Meanwhile a host of sprites came on, 
And saw what worlc was to be done; 

Took cliisel, saw, paste, 

And hatchet in haste. 
The}' saw and they chisel, 
They whittle and whistle, 

They chopped 

And topped, 
The rafters they righted, 
Like falcons they sighted: 
Ere the carpenters are well awake, 
Clap! ready the house is — and no mistake! 

The master-baker's bread and cake, 
Lol the Imps Avould nicely bake! 
His lazy workmen lay adown, 
Thereat the urchins would not frown, — 

Would hug and drag 

Full many a bag, 
And knead exactly 
And weigh correctly. 

They lifted 

And sifted, 
They swept and raked 
And clapped and baked. 
The workmen still in a choir would snore. 
When the fresh bread from the oven would pour. 

At the butcher's the matter stood just so: 
The men and the boys slept in a long row. 
Meanwhile the active Imps would start, 
And cut the hog across and athwart. 

All went in a hurry, 

Like a mill in a flurry. 
Some the skewers topped, 
Some with hatchets chopped. 

Some rinsed, 

Some minced ; 



— 99 — 

3^nbe[[en fam bie ©cifterfi^aar 
Uub fal), wa'3 ba 311 jimmeni \vav; 

'Ml)m 'Mci^d mib ^eil 

Hub bte ^dge in (Sir, 
llnb fcigtcu imb [tadjcii 
Uub l)iebcn unb bradjcii, 

^cvapptcu 

Uub fapptcn, 
S3ifirtcu luic galfctt 
Uub fct3tcu bic ^alfcn, 
SI)' fid}'^ bcr 3i"""ci"i"fl"" t)cr[al), 
^(app, ftaub hai gaujc ApausJ [d)ou fertig ba 1 

^^cim 53acfcruiciftcr luar uid)t 5Jott), 
®ic Apctujcluiauudjcu bacftcu ^rot. 
®ic ftiulcu 33urfd)cu Icgtcu fid), 
^ic ipcin5c(manud)eu rcgtcu fid), 

Uub ad)]tc\i bnl)cr 

9J?it bcu Scicfcu fd)Uicr, 
Uub fnctctcu tiid)tig 
Uub iDogcu ci ridjtig, 

Uub l)obcu 

Uub fd)obcu 
Uub fegtcu iin'Ci \)adkn 
Uub jlopftcu uub bacftcu. 
T)k ®urfd)cu fd)uard)tcu nod) im CI)or: 
!J)a riicttc fd)ou bag ®rot, ta^ neuc, oor! 

^dm ^•(cifd)cr giug c8 juft fo ju: 
©cfctl uub ^urfd)cu lagcu in 9iul); 
^ubcffcu fameu bie 9)inuu(ciu l)cr 
Uub l)adtcn "ba^ i^leijd) bie Itrcus uub Quer. 

'^a^ ging fo gefd)nnnb 

Sine bie kill)!' im Siub. 
®ic f(Qppteu mit ^cilcu, 
:Dic fd)uil3teu an ©peileu, 

©ic fpitlteu, 

!©ie n3iil)ttcu 



— 100 — 

Were mingling and blentling 

Stuffings unending. 

When the foreman at last opened his eyes — 

Whoop ! there dangled sausages nice ! 

With the innkeeper it was thus: There drank 
The beastly butler till down he sank 
By the empty barrel fast asleep. 
The Imps would care of the wines keep, 

And smoked with brimstone 

All the barrels with caution; 
And lifted and rolled 
With pulley and bolt ; 

Were wheeling 

And reeling, 
And pouring and mixing 
And puddling and fixing. 
And ere the butler rose, his wine 
Was finished well and rendered fine. 

A tailor once was in a stew, 
A state-dress was to be ready, too; 
Threw down the stuff", lay on his couch 
Down on his back and stroked his pouch. 

The Imps so able 

Slipped on the table, 
Cut cloth and flitched 
And sewed and stitched. 

And seized 

And pieced. 
And looked on and sized 
And ironed and spliced; 
And ere friend tailor was fairly wake — 
Burgomaster's coat hung on the stake. 

Now, curious was the tailor's wife, 
Would know it all or lose her life: 



— 101 — 

Unb meiigten imb mifdjtcit 

Unb ftopftcu nub uitfd;tcn; 

Zl)at ber ©cfcll bie 3Uigcn auf — 

SKupp ' I)tiu3 bie 2Bm[t fdjoii ba jum StuSDerJauf ! 

Sciin f2d)cnfcn wax ci [o: e3 tranf 
'^cv Slnicv, bi^ cr nicbcrianf; 
9lin l)ol)(cn 5"ffc fd)ltcf cr ctn, 
S)ic yJZiiiinlctn forgtcn urn bcu Scin, 
Uiib [djiucfcdcn fcin 

Snie 5i'i|ici* fill/ 
Unb roKteii uiib t)obeu 
Wit SBinbcii iiiiu iUobeu, 

Unb [djiucnftcn 

Unb [cnttcn 
Unb goffcn nnb pan[d)tcn 
Unb nicngtcn nnb manfdjtcn. 
Unb cl)' bcr ^liifcr nod) ern)ad)t, 
2Bar [djon ber SKein gcfdjbnt unb fein gcmad)t. 

©inft I)atf ctn @d)neibcr gro^c "ipcin: 
!Der (gtaat^rocf follte fcrtig fein; 
5fi?arf l)in ba»J ^cwq nnb Icgtc fid) 
^in anf ba^ 01)r nnb pflcgte fid). 

T)a [djlitpften [ie frtfd) 

3n ben 'Sdjncibcrtifd), 
Unb fdjnitten nnb riid'ten 
Unb niiljtcn nnb ftictten, 

Unb faf?ten 

Unb patten 
Unb ftrid)en nnb gndten 
Unb ^npften nnb vudten; 
Unb el)' nictn 5d)ncibcrletn ertt)ad)t, 
Sar 4i3nrgerniei[ter^ dlod bcrcit^ 9cmad)t. 

9]engterig lunr be§ 2d)neibcr§ 3©cib, 
@ie madjt fid) bicfeu 3eityei'ti*'^il'- 



~ 102 — 

Strews peas about the following nights. 
Then slowl}^ comes the host of sprites; 

One glides apace, 

Falls on his face; 
Some from steps slide, 
Others in tubs glide: 

They tum1)le 

And rumble, 
Are noising and crying 
And cursing and sighing. 
Down she hurries with a candle — 
Hush ! they vanish, ofl" they scramble ! 

Alas, alas ! they are no more, 
None to be found as heretofore. 
One can no longer lazily rest. 
Now every one must do his best. . 

Himself must plod. 

Not dream and nod, 
Do his own scratcliing, blotting 
And running and trotting, 

And cleansing 

And rinsing. 
And clapping and baking 
And cooking and raking. 
Oh ! that it yet were as of yore ! 
But that good time returns no more. 



23. Spring Bells. 

Snow-drop lets ring its bell, 

Ring — ling — ling 1 
What does it mean? pray, tell! — 
quite a merry thing: 
That Spring was born again this night, 
A child so fair and fine and bright I 



— 103 — 

(Strciit Grbfcn ()tn bic anbre '^a6jt. 
SMc ipcin^clmamidjcn fommen fad)t. 

Gill's fal)rt mm nii«, 

(2d)(ai3t l)iu im ^^auQ; 
T)ie glcitcn Hon -Stitfcn, 
®ic phtmpcu in ^ufcn, 

®ie fallen 

mt ed)aUcn, 
Unb Icirmeu unb [d;rcieu 
Hub Dcrmatcbcicn. 
(2ie [pringt I)inimtcr nitf ben ®d)aH 
3J2it l^id}t: l)U|d), Ijufd), I}u[d), I)ufd}— t»crfd)n3mben aW ! 

O incl) ! 9htn [inb fie al(e fort, 
Unb tcine^ ift mcl)r I)icv ant Ort ! 
SOJan faun nidjt mcl)r luie fonften rn()'n, 
''Man nutf5 nun 'Mki fclbcr tl)un. 

Gin 3ebcr mup fcin 

Sdbft flcif^ig fcin, 
Unb fra^5cu unb fdjubcn 
Unb rcnncu nub trabcu 

Unb fdjniegehi 

Unb biigcln 
Unb flopfcn unb Ijacfcn 
Unb fod)cu nub barfcu. 
9(d), baJ3 cd nod) luic banml^ unir'! 
®od) fommt bie \d}oiK ^c'xt nid)t luicbcr I)er. 



23. ^tit^Iinf^Sgtixfcn* 

(Sd)nceg(od'd)cn t()nt Uintcn, 

^(ing — ling — ting ! 
2Ba« t)at bas ^,n bebeuten? — 
(Si, gar cin tuftig !Diug ! 
!©er ^•rii()Ung l)cnt' geborcn inarb, 
Gin 0nb ber allcrfc^onftcn 9irt; 



— 104 — 

True, still in a white bed it lies, 
And 3et its play is wondrous blithe. 
80 come, birds, from the South along, 
Deliver your enchanting song I 
Ye sources clear, 
Awake and cheer ! 
Why would you longer tarry? — 
Talk with the baby merry! 

May-flower lots ring its bell: 

13im, bam, boom ! 
What does it mean? pray, tell ! 
O, Spring is bridegroom, 
Is to wed with the earth to-day. 
In splendor great and proud array. 
Come, pink and tulip, wal't your flag 
Of brightest colors, do not lag ! 
Ye, rose and lily, white and red, 
Ye shall be bridesmaids, when they wed I 
Ye butterflies. 
Colored and nice. 
Shall lead the dance as swains; 
Birds sing orchestral strains 1 

Blue-bell lets ring its bell 

Bim — bim — bing ! 
What does it mean ? pray, tell 1 
Alas, a sorry thing! 

To-night from us takes leave the Spring, — 
A serenade is what they bring. 
Glow-worms a torch-procession keep. 
The woods Avill sigh, the brooks will weep; 
The nightingales will intonate 
In every bush, in every glade 
Their sad adieu: 
Spring, come anew! 
We loved you all sincerely, 
We wooed you all so dearly ! 



— 105 — 

^wav (icgt cS nod) im Mm^cn ^ctt, 
!l)od) fpiclt c\< jd)on jo iDimbcrnctt. 
S^rum foinnit, il)r i^bgel, am bem ©lib 
Hub bringct nciic Vicbcr iiiit ! 
3()i* Oiicdcn al(, cninidjt iin XI)at ! 
SaiJ foil ba^ Ifiiigc 3«i'bcrn ? 
©ollt mit bcm iiiiibc plaiibcrii! 

a)?ati]Iocfd)cit tl)itt Idittcn: 

^iiii— bam — bam! 
Sad l)at ba\< jii bcbcutcit ? — 
(ynil)ling ift Aiiraiitigam ! 
9)?ad)t .spodj'^cit mit bcr (irbc l)cut' 
dMt grower ^)?rad)t mib ^-cftlidifcit. 
9i}ol)laiif bcmi, 9iclf nub 3:iilipan, 
Hub fd)iiinift bic biintc .'pod)^citt^fal)n'! 
5)u Oiof imb Vilic, fdjmi'ufct cud) — 
®raiitiiuigfcrn follt il)v lucibcii glcid). 
Q\)V Sdjmcttcrling' 
©ollt bunt itiib flint' 
!Dcn ."podj^citi^rcigcu fiil)rcn, 
!Die iBogcI muiiciicn. 

®tangli3i.fd)cn tl)ut lilntcu: 

Sim — bim — bim ! 
35?aS \)at ha^ jn bcbcntcn ? — 
5(d), ba<5 ift gar 5U fd)timm ! 
|)cut' :)Jad)t bcr j3-riil)ling fd)cibcn mu^, 
!J)rum bringt man il)m ben 5lbfd)icbdgru§. 
@Iiil)mitrmd)cn ^ic()n mit Vidjtcrn l)cl(, 
Gd ranfdjt bcr Salb, cv^ tlagt bcr Quell, 
SDapuifdjcn fingt mit fiif^cm SdjaU 
2lu§ icbcm i^nfd) bie ^}?ad)tigaa 
Unb luirb if)r ^icb 
®oba(b nid)t mitb'. 
^ft and) bcr ?^ritb(iug fd)on feme — 
<Sie I)atteu il)n alle fo gcrne ! 



— lOG — 

24* S)cr (»cl)mcttcrli«g. 

'A)n citfcr, Inintcr <2rijincttcr(uuv 
l^n bift bod) ciii rcd;t nrmcvJ 5^iiuj ! 
9i>a<5 bilbcft bit bir cin ? 
Si^o ift bciii 3?Qtcr uiib 9}?uttcr(ciu ? 
S^ic l)aft bit bcibc iitd)t, 
!5)u ariiicr, citlcr !ii>id)t ! 
S^a]t ^^riibcr iiid)t, nod) ^rf)Uicftcr, 
9iid)t Citfcl iinb i^cttcnt, ntciit -defter, 
^"^aft fciiic licbcit 5ttitbcrlciit, 
5Mc bit woi fbiintcft luartcii fctn. 
5(itd) (clift bii ciit paav Xai^c itur, 
^^i)"t bann ucrfd)untiibcit oI)ne epiir. 
9L)(it aflcr bcincr iDhtntcrfcit, 
Wit bciiicnt [d)oncn <sarbciif(cib — 
^\d) taii)d)C iiiit bir iiliitincrmc()r, 
lliib luciui bciit .Spoiiii} nod) fiipcr Wdv' ! 



25. S5ic a3IcifotbatCtt (fiir ^nabeuU 

@c()t, n^i'ft'flc 53(ci|otbatcii ! 

SS>ic fcib il)i- [tctf itnb triimm, 

33crbogcn, ftitiiim itiib bitimit, 

Scib fd)(cd)tc ^{anicrnbcii 1 

SBic man cud) ftcUt, [o blcibt il)r ftel)n; 

Q\)v ritl)rt cud) ntd)t, foll'ij tonuart^ gel)u 

3u frtcgcriidjcu !Xl)ntcn. 

Q\)V fount uid)t fd)ici5cu, ftcd)cu, t)an'u, 

SO?au fricgt c^? fatt, cud) nnjufdjau'u. 

^omint l)cr, }^\% 2ri?iU)cIut, .Qnrt nub ^ranj, 

©corn unb 5(ugn[t, .^uu', nub .^lans! 

Unb aW \\)Y aubcru ^uJ^flcu, all' ! 

^ctJt bin id) cucr ©cncrat! 



— lOT — 

9?el)mt ftatt bcr (Vlintc cincn Stocf, 
2iMr bvaudjcit fcincii hiiitcu 'Jiocf, 
9ciii* Hon ^]3apici-c ciiicu .'put. 
yiuu pa^t jdjou auf imb folcjt luiv giit, 
Hub menu id) rufc : eiu^S jmci, brci, 
©cbt g-cucr! madjt ciu gvoij (s^ci'djrci 
dM ^<i[f uub ^>uff, uiit M) uub ^rad) ! 
:r>auu lauft niir nU 3ufammcu nadjl 
9hiu uoniinrtv<, ^tamcrabcu, 
3ctjt fpidcu lull- ^olbatcu! 



108 — 



CHILD-LIKE TALES. 

(Please to note ickat is said on them in the Introduction.) 



1. The smart Starling. 

A thirsty starling wished to drink. Before him there was 
ajar with some water in it. But with his short beak he could 
not get at it. He tried to break the jar with his beak — in 
vain, — it was too hard. lie tried to overturn the jar; but he 
was too weak Ibr that. Being, however, firmly resolved upon 
drinking, he reflected how he could bring it about. Thus he 
hit upon a good idea, at last. He gathered many small peb- 
bles, threw them into the jar, so that the water therein rose, 
and at last he could reach it with his beak. 



2. The urangling Goats. 

Two goats arrived at the same time on a narrow bridge 
that led over a deep chasm. They met each other in the middle 
and found the bridge not wide enough for them to pass. Each 
called out to the other that she should turn about and give 
way; but neither would do it. Each threatened blows and 
showed her horns. And as neither would yield, they came 
at last to heavy blows, and both tumbled over the bridge down 
into the deep gorge, where they lay with broken limbs. 



3. The JLion and the Jflonse. 

A lion was sleeping in his den, when a little mouse, playing 
right above him, fell on his nose. He awoke and caught the 
mouse, and be was about eating it up, when it begged for life 



109 — 



i!lxu5fid)c cSi'S^^/f ii»fl<^n- 



1* S5cr gcf{J)cutc (»toar. 

Gin biirfttger Staar moKtc triufcn. i>or i()m war cin <l^rug mit 
ctmavj ib3a[|cr barin. xHbcr mit fcincm furjcii 8d)nabcl foimtc cr iiiri)t 
ta]tt fomiucu. (Sr iicr[nd}tc beu ^rug mit fcincm ^djnabct 5U jer- 
brcdjcn — nmfonft, cr mar ^n I)art. Gr fndjtc ben S{vnc\ nnr,nmcrfcn; 
nbcr cr mar ^,n fdjumd; ba5n. '5}a cr jcbod) [cft cnt|d)lo[)'cn mar ,^n 
trinfcn, fo bad)tc cr nad), mic cr c^3 jnmciic brini^cn ftinntc. T^abci 
fam cr ydct't anf cincn cjntcn ©cbanfcn. (5r [ammclte nick 3tcin= 
d)cn, marf fie in bic (Vlafff)c, fo 'itay^ ha^ Saffer barin fticg, nnb cnblid) 
!onnte cr c^ mit bcm ^d)nabe( crrcid)cn. 



2. 55ic jdnfif(f)cn 3tcflcn» 

^mci ^kci^cn !amcn ',n glcidjcr 3cit anf cincr fd)ma(cn 53rit(fe an, 
bic iibcr cincn tiefcn '^Ibgrnnb fii()rtc. ^Sic trafcn fid) anf bcr 'JJZittc 
unb fanbcn bic ^^riirfe nidjt breit gcnng, nm cinanber ani^3nmcid)cn. 
^cbc ricf ber anbercn ,;n, fie foHtc nmfcbrcn nnb ben Scii frciQcbcn; 
abcr tcinc modtc c^. ^c'^c brol)tc mit 3tcif;en nnb mic^ i()rc .roomer. 
Unb ba feinc nad)oicben mod)tc, famcn fie 5ntct,^t in cincn fd)meren 
^ampf nnb fie ftitr^tcn bcibc non bcr ^riicfc ticf l)inab in ben i2d)(nnb, 
mo fie mit gcbrod;enen (^(icbcrn licgcn blieben. 



3» ©cr Cotoc unt» tic ^aii^* 

(5in Come fdjiief in fciner ^oI)Ie, al^ ein 9}tan^d)cn, ba§ grab iiber 
i()m fpieltc, i()m anf bie Oiafc fid. Gr crmadjtc nnb ()afd)te bie iSlani 
nnb moUtc fie cben anffreffen, al^ fie nm il)r i'cbcn nnb il)rc 5rcil)cit 



— 110 — 

and freedom. "Look," said the mouse, "how small I am — 
too poor a meal lor you ! It would be no honor lor you to kill 
a little mouse, and I might, at some time, be useful to you and 
do you some good." 

"Wliat good can you do me?" said the lion haughtily. 
* ' But I grant you life and freedom, because it would be mean 
for me to kill you." 

The mouse ran away full of joy. Shortly after the lion fell 
into the net of a hunter, could not get out again and roared so 
that the woods resounded. Tiien the grateful Utile mouse came 
and gnawed diligently at the cords and ropes, till it set the 
lion free. 



4. The Swallows and the Sparrotv. 

There was a swallow who had built her nest beneath a roof, 
meaning to rear therein her children from year to year. In 
the fall she flew away with others to a warm country, and 
when they came back in the spring, she found her nest taken 
up by a sparrow. This lazy fellow would not build himself a 
nest and so rather settled in the empty swallow's nest. She 
flew before it and begged: "Peep, peep, Mr. Sparrow, make 
room for me, I have made that nest for my own brood." He 
answered: "Go your Avays, now I am in." She begged a long 
while to no purpose; he threatened her with his sharp bill. The 
poor swallow flew away Avith a sad heart. But as she found 
other swallows, and told them her tale, they all said: "We 
nmst punish that impudent sparrow!" And they took loam in 
their bills and flew to the nest and shut its opening up with 
the loam, so that the sparroAV could not get out and had to die 
of huntrcr. 



5. The proud Frog. 

A her(i of cattle was feeding in a meadow. A big ox ap- 
proached a swamp in the neighborhood. The frogs in the 
swamp saw Mm and cried: "Oh what a big fellow!" — But one 



— HI — 

bat. „®ie{) borf)," fagte fie, „\\)k Udn id) bin, cine ,^u ffcine 9JJaI)l5eit 
fiir bid). (5^ unirc bir tcinc C5()rc, ciii 9Jcauv?d)cn .^t tcibtcn, unb id) 
fbnntc nod) cinmal bir baidbar fciu imb btr ©iitcv^ tl)uii." 

„®a^ fiir @utcd fbmitcft bit mir cr3cii3cn?" facjte bcr Some I)od)= 
mittljig. ^Hbcr id) fd)cide bir Scbcit itiib 5-rci()cit, Wcii c5 mir cine 
iSd)aubc wcirc, bid) 511 tobtcu." 

5)ie 'iWait^ rannte frol) banon. 5Uicr balb barouf fid bcr ?t)Uic in 
bie Sc^liugcn bc^ 3iigcr^5, foiiiite iiidjt luiebcr I)crau^ unb briiUtc, i)a^ 
bcr 3Salb wicbcr()nl(te. ^a fani bn^J bonfbarc iWau^idicn, unb nagtc 
fleipitj an ben 3ei(cn nnb Strirfcn, bi^ cr luicbcr frci luar. 



Qi )vav cinntat cine 8d)ir)aUic, bie I)attc i()r S'ccft nntcr cincni 
®ad)C gcbaut nnb gcbad)tc barin :^a[}v fiir 3a()r i()rc (ynngcn grof^* 
3n3icl)cn. ^ni iperbftc f(og fie lueg mit hen anbcrn in cin Uiarnic5 
^anb, nnb luic fie ini 5Tiil)ling uncberfc()rte, fanb fie il)r ^3ccft I'ou 
einem ©pcrling cingcnonnncn. 3^iefcr fanic ^urfd)c I)atte fid) nid)t 
fclbcr cin ^^ieft bancn uioKen, fonbcrn licber in bent lecrcn (£d)iualbcn= 
nefte fid) anficbcln. Sic fiog baoor l)in nnb hat: „%Mcp, picp, .Spcrr 
(Sperling, mad)' %^(a(5 fiir mid), ba^^ 5ccft [)ah' id) mir fiir mcinc :J^rnt 
gemac^t." (5r antiuortctc: „(^^et) bcincr ilu\]e, i:l3t bin id) barin." Sie 
bat cine (angcScile nmfonft; er bro()tc il)r mit feincm fd)arfcn (2d)na= 
hti. ®ie armc (Sd)nialbc f(og mit tranrigcm .^cr^cn fort. 5lbcr ba 
fie anberc Sd)ma{bcn fanb nnb il)ncn i{)rc 6^cfd)id)tc cr5ii()(tc, fagtcn 
fie alle: „'Mv miiffcn ben fred)cn Spal,^cn ftrafcn." Unb fie nal)mcn 
Sel)m in il)re ®d)n(ibet nnb flogcn an bai^ ^^ccft nnb ftcbtcn bie Ocff= 
nung mit ^d)m jn, bap bcr Sperling nid)t I)cranefonntc, fonbcrn uor 
ipunger fterbcn mn^tc. 



3* S)cr ftoljc 5'rofcf)* 

Sine .^cerbc 33ie() mcibcte auf ciner Sicfe. Gin grof;cr Od)fe 
nal)tc fid) cinent Snmpfe in bcr 9Jad)barfd)aft. ^k Jvrbfd)e im 
Smnpfe fal)en il)n unb ricfen: „D, )ua^ fiir cin groper .Qeri! — ';?lbcr 



— 112 — 

of the frogs boasted: "I can make myself quite as big." His 
comrades lauglied at him. He was vexed at their moclvery and 
said: "I will prove it to you." So he blew himself out power- 
fully. "Am I now as big ?"— "No, far from it 1"—'' Well then", 
said he, "but now!" He blew himself out more yet. "But 
now I am as big, am I not?" — "No, not by a great deal!" 
— "Well, now I shall become as big" — and he blew and blew — 
and — burst ! 



6. The Jflonkey. 

A rich man kept a monkey about him. Once when he had 
shaved himself, he had to leave the room for a while and forgot 
to lay the razor aside. The monkey now thought his chance 
had come, stood upright before the looking-glass, besmeared 
his face with soap, made grimaces and began to shave himself. 
But being a bad hand at that business — he cut his cheeks and 
lips so badly that his master heard his cries, took the razor 
away from him and wijocd off the blood which was running 
freely over his face. 



7. The Bear and the Children. 

Down beloAv in the inn the keeper of a tame dancing-bear 
sat at his supper. Browny was outside, tied to a post, — poor 
Brown who looks grim, but is not so bad after all. Up in the 
garret there were three young children playing; the oldest was 
perhaps six, the youngest no more than two years old. 

Plump! plump! up-stairs there came something; who could 
that be? The door flew open- — Bruin it was. shaggy Bruin! 
Time had grown long to him while standing in the yard, and 
he had found his way up-stairs. The children were so fright- 
ened at the big beast, that they hid away in nooks; but he 
found them, snuffed at them with his snout doing them no 
harm. 



— 113 — 

etner bcr «^ro)rf)c pva\)ltc: „Sd) tann mi(^ ebcn fo gro§ mac^cn." 
(Seine ^amcrabcn tad}tm i^n an^. (gr argertc fic^ iibcr i^reit ©pott 
unb fagte: „3cf) luiU c^ cud) fogteid) beweifen." ?l()o btic§ er fid) 
gewaltig auf. „^tn Ic^ ntd)t cbeit fo grofe ?" — ,Sm\, nod) Imige 
nic^t!" — „'Diim benn," fagte cr, „aber ieljt?" (gr btie^ fid) nod^ mcl)r 
Quf. „3lber fc^t bin id) boc^ chcn fo gro§ ?" — „Tum, beiioeitem 
nid)t !" — „9Juu gut, jc^t tuid ic^ fo gro^ luerben" — unb er blic^i 
unb blicS — unb — jcrbarft. 



6* ©cc 3lffc, 



(gin rci(^cr Wlann t)iclt ciucn 2tffcn bci fi^. (ginmal, n(^ er fid) 
rafirt \)attc, luufete cr auf eiuc SSeite bad 3""*^'^'^ uerlaffcn unb »erga§, 
ba'^ SOJeffcr lueg^ulcgcn. T)tt 3lffe bod)te, iia^ Yodxt eine pradjtige 
©clegenl)cit fiir i()u; cr ftellte fic^ gcrabe t)or ben ©picgel, fcifte fein 
@efid)t ein, fc^nitt ffuge ®efid)ter unb begann fid) ju rofiren. Slber 
ba er barin nid)t geiibt war, jcrfd)nitt cr fid) ^aden unb gippen fo 
iainmcrlid), baj3 bcr |)crr fein ®efd)rci I)brte, i()m bad a)?cffer nal)nt 
unb i^m bad ^(ut abwifd)te, iuc(d)cd ubcr fein ©cfii^t ftrbmte. 



7* S>cr SSfir unb hit ^ittbcr* 

Untcn in bcr Sirtl)dftubc fa^ bcr ^drcnfitt)rer unb a^ fein ^Ibenb- 
cffen. ^raun ftaub braupeu, an ciucn ^fa^I gebunbcn, — ber arnic 
ianjbar, bcr fo grimmig audficl)t, abcr langc nid)t fo fc^Iimm ift. 
Dbcn in bcr !Dad)ftubc fpicltcn brci ttcinc ^iubcr; ta^ altcfte luar 
Did(cid)t fcd)d, bad iiiugftc nid)t mc()r aid jiuci 3at)re alt. 

"ipiatfd), ptatfcf)! fam cd bic '^Ivcppc t)crauf; ircr mod)te bad fein? 
— !Dic 5:t)iire fprang auf — cd tuar bcr "ipcl.^ bcr gcwaltigc ^clj ! 
(gr ^attc fid) gclangmeilt, ba untcn im §ofc gu ftel)n, unb cr i)attc 
nun ben 25>cg bic Zvcppc l)crauf gcfunbcn. ^tiic .^iubcr luarcn iibcr 
bad grof,e 3:i)icr fo crfd)rocfcn, ba^ fie fid) in bie SBin!e( ncrtrodjcn; 
abcr er fanb fie, befd)niiffelte fie mit ber @d)nau3e, tl)at i^nen abcr 
uid)td. 



— 114 — 

" Why ! that's a big dog", they thought and stroked him. 
He lay down on the floor, and the small boy rolled over him 
and hid his curly head in his woolly fur. Now the oldest boy 
took his drum and made a loud noise with it, and the bear rose 
on his hindlegs to dance — how grand ! Each boy took his little 
rifle, the bear got one also — he held it upright — what a pretty 
comrade ! and now they marched : ' ' One, two, three ! " 

And just then in came their mamma, looking after her chil- 
dren. Oh, what a fright for her! — And the keeper of the bear 
came too to take him down. But the smaUest boy said: ''Ma, 
we are playing soldiers 1" 



8. The Children and, the Peaches, 

A father bought five peaches, the largest and finest to be 
seen, and gave one to each of his four boys, and the fifth to 
Mamma. 

In the evening he asked them what they had done with 
their peaches, and how they liked them. 

"I ate mine and threw the stone away," said Charley, the 
youngest. ' * Oh how nice it tasted I " 

"I ate mine," said the second, "and planted the stone in 
the garden to have a peach-tree from it." 

"I sold mine for five cents to a boy," said the third, and 
picked up the stone which brother Charles had cast away, 
cracked it and found a sweet kernel in it." 

"I carried mine to sick Godfried, the neighbor's son, who 
has so long been bed-ridden, and ran away fast," said Edward 
bashfully. 

"Now tell me who has made the best use of his peach?" 
asked the father. 

(And the other three called out: "Brother Edward has.") 

Note. The answer in parenthesis should not be told by the teacher, bnt 
extracted from the children. Likewise they should be made to guei^s what 
the fiither may have said to the youngest, to-wit, that he had done well 
enough for so small a boy ; and what to the second, to-wit, that he had done 



— 115 — 

„X)a« ift fic^er cin grower §unb/' bac^ten [ic unb ftrcidjctten i^n. 
6r tcgte fid) auf ben gupoben, unb bcr Heine ^nabe njaljte fid) obeu 
brauf unb fpielte 5i3erfted mit bem I'odcntopf ini bid)tcu "ij^el^c. ^fJun 
na^m ber Sleltefte bie 2;rommc(, ma^te lauten 'ilmn barauf, unb ber 
-33ar crI)ob fid) auf bie ^interfii^e jnm Slanscn; i:ia^ xoax allerliebft! 
3ebcr ^nabe na\)m fein ®en)cl)r, ber •33ar mn^tc and) einS ^aben 
unb I)ie(t e^ orbentlid) feft — ha^ wav tin pvMjtiQtx ^amcrab, unb 
nun gingen fie: „ein^, jroei, brci!" 

i^a tani bie 30?ntter, bie nad) i^ren ^inbern fal^. Sl^, ttjie roar 
fie crfc^roden ! Unb ber 53drenfiit)rer tarn nub no^in il)n mit. Slbcr 
ber fleinfte Ounge rief: „5Uiama, \m fpieltcn nur ©olbaten!" 



8. ©ic Winter unb ^ic ^Pftrfc^cn, 

Sin 33atcr faufte fiinf 'i|5firfd)en, bie grbpen unb fd)onftcn, bie 
man fet)en fonntc, unb gab jebem feiner Dier ^naben eine unb bie 
fiinfte ber 90'iama. 

2lm Slbenb fragtc er fie, luad fie mit i^ren "ipfirfdien gcmad)t, unb 
h)ie fie gefc^mecft I)atten. 

„3d) {)ahc meine gegeffen unb ben ©tein weggetDorfen/' fagte 
^artd)cn, ber iitngfte. „£> njie fiip fie fd)me(fte!" 

„3d) t)abe meine gegeffen unb ben <Stein im ©arten gepffan^t, um 
cinen Saum baraud ju jie^en," fagte ber jiueite. 

„Q6j l)ab' meine fiir fiinf Gents an cinen ^ungen derfauft/' fagte 
ber britte, unb ben (Stein aufge()oben, ben ^ruber ^arl meggeujorfen 
l^atte, i^n jerfnacft unb ben fii^en ^ern barin gegeffen." 

„3d) l)ab' meine bem franfen ©ottfrieb, bem 9Jad)barSfo^nc, ]^in= 
getragen, bcr fo lange fri)on im ^ette licgt, unb bin fc^netl fortgc= 
laufcn," fagte Gbuarb Derfd)amt. 

,,5'Jun follt if)r mir fagen, tt)er ben beften ©ebraud) Don feiner 
^firfd)e gema^t f)at," frug ber 23ater. 

(Unb bie anbern brci riefcn: „'Da§ \)at -©ruber (Sbuarb get^an.") 

still better ; and to the third, to-wit, that he should beware of avarice, 
greediness etc. And a few of the best pupils may be able to point out some- 
thing like good reasons for these judgments. 



— 116 — 
9. Generosity, 

An old lion lay dying in the dust. Many animals whom 
ho had frightened or liarmed, when he was still powerful, stood 
around him and rejoiced that they soon would get rid of him 
and live in peace. But the fox went in his joy so far as to 
sneer at him; the wolf spat in his face; the ox gave him a 
goad with his horns, the boar with his tusks, and the ass 
kicked him with his hoofs. 

"Will you not," asked the ass of the horse that stood 
aside, "give him also a last kick, to settle old scores with him?" 

"No," said the noble horse, "it would be mean to attack 
one who cannot help himself." 



10. The Traveler and the Spring. 

A traveler came to a fresh cool spring. Fe was very warm 
from walking and hoped to refresh himself and to gather new 
strength for his journey. But the cold water hurt him, and he 
felt sick. "Oh thou poisonous water!" cried he, "who could 
have thought that of thee?" — "I a poison?" said the spring. 
* ' Look how fresh and green I make all the grass and herbs 
which I water. Is it not your own fault if you are hurt 
by me ?" 

Note. Ask why the water hurt the traveler, and explain that sudden 
cold after heat, and likewise, a sudden heat after cold must hurt the bod)' — 
not why ? — this would be unintellii,'ible to small children. You may also 
point out that the traveler was imgrateful ; but you ouuht to lot the pupils 
find that expression and render that Judfiment, giving: <*in example of an un- 
grateful child who ate his whole cake at once, in spite of his mother's warn- 
ing, and then accused her of having given him a bad cake, because he felt 
nausea. 



11. ffoir^ Fox and JfTan. 

Once upon a time a fox met a wolf, and they talked to- 
gether, and the fox could not find Avords enough to tell how 
strong Man was. No beast, said he, could withstand him. The 
wolf found this laughable. "Show me a man," said he, "and 
I will make him feel my strength, and he shall be beaten. " 



1 
I 



" m — 

9* e^ctmut^♦ 

@in alter Some kg fterbenb im ©taube. 3Sie(c X^ierc, bic er cr* 
fd)rc(ft obcr mipt)anbe(t Ijatte, a(^ cv nod) bei traftcii luar, ftanbeti 
urn if)u l)er imb frol}(ocftcn, ba^ fie il)u mtn haiti loiJ jciu iinb in g-ric* 
ben Icben iDiirbcn. 2(bcr bcr g-udjd giug in fcincr i3TCube fomeit, bap 
er tf)n dcrI)ol)nte; ber 3Solf [pic i()m ind 2lnge[id)t; ber Od)d gab 
il)in einen ®to§ mit ben ^ornern, ber Gber mit ben ecf5d{)nen unb 
ber (Sfet feeing il)n mit ben ^ufen. 

„mii\t bn nid)t," fragte bcr efel ba§ ^ferb, ba§ babei ftanb, „t^m 
aud^ einen k^ten ®d)(ag geben, uni beinc alte 9Jed)nung mit il)m 
quitt ;,u madjeu ?" 

„9tein," fagtc baS cbtc ^[erb, „eS luare gemcin, (ginen anjugrcifen, 
ber fid) nid)t Uie()rcn fann. 



10* T>et 9lcifen^c unb tic l^uelle* 

din 9icifenber fam an cine frifd^c, fii^tc CncKc. Sr toat fcl^r 
ert)i^t oom ®el)en nnb l^offtc fid) ju crfrifd)en nnb ncue ^raftc auf 
fcinen 3Beg ju fammeln. 2lber ba§ fatte 3Baffer tl)at il)m ©^aben 
unb er fiif)(te fid) franf. „0 bu giftiged Staffer !" fd)rie er, „n)er 
^attc ba§ in bir gefud)t!" — „3d) ein ®ift?" fagtc bie Quelle. 
„(£ie^ uur, luie frifd) unb grlin id) atte ©rafcr unb ilrdnter mai^e, 
bic id) begie^e ! -3ft e^ nic^t beinc (2d)ulb, luenn id) bir <3d)aben 
tl)ne?" 



11* aSolf, 5u<f>^ imt Sttann* 

(5inma( traf ber gud)^ ben 2S5o(f, unb fie fd)U)a^tcn jufamnten, 
unb ber g'urf)^ fonnte nid)t SSorte gcnng finben, nm ^u befd)reiben, 
wie ftarf ber 2}?cnfd) ii^cire. ilein !l:i)ier, fagtc er, fbnnc i()m toibcr* 
ftcl)en. :5)cr Solf fanb bie§ Iad)erlid); jeigc mir einen aj?enfd)en, 
fagtc er, id) loill il)m meinc ©tdrfe gu fiit)tcn geben, unb cr foil fd)(cd)t 
lucgfommcn. 



— 118 — 

"All right 1" said the fox, who wished to play a trick upon 
the wolf. * ' I shall come to-morrow morning, take you along 
and show you a man. 

And so he did, and led the wolf out to the highway. Not 
long after there came a little boy along the road, with his sat- 
chel, on his way to school. 

"Is this a man?" asked the wolf, and was about going for 
the boy. 

"No, that is to be one," answered the fox. 

After a while an old soldier hobbled that way on his crutches, 
and the wolf asked again: "Is this a man ?" 

"Stop!" said the fox, "that has been a man. Just wait 
a little." 

And then the hunter came, with his rifle on his back and 
his pouch by his side, and whistled a merry tune. 

"Now look!" said the fox, "this is a man; I will take my- 
self off." 

"Coward!" growled the wolf," you shall see what I shall 
do with him." And he sprang forward to fall on the hunter. 

"Oh !" said the hunter, "what a pity that I have nothing 
but small shot in my barrels!" And he took aim at the wolf 
and gave him a load in his face. And the buckshot tickled the 
beast mightily; but he moved undauntedly forward. 

The hunter now fired off the second barrel, and the wolf 
howled for pain. But he gathered all his pluck and made 
an onslaught on the hunter. 

The hunter then took out his sword and struck him a couple 
of sharp blows over his face, right and left, so that his blood 
ran down over it and filled his eyes. Then the wolf had enough 
and ran away. 

The fox had waited for him and asked: "Now, how did you 
fare wath the man?" — " Alas !" howled the wolf "I had not 
thought that man could be so strong. First he took his bloAV- 
pipe and blew into it, and I felt a pricking hail in my face. 
Then he blew in another time, and it was as if it rained sharp 
pebbles. At last he drew forth a shining rib from his body and 
cut my face so badly that I had to run away." 

"Do you now sec," said the fox," what a braggart you are ?" 



— 119 — 

'^\m gut ! fagtc bcr Sud)§, ber bem Solf etncit ©trctdf) fpiclen 
iDoUtc. O^i} fomme morgen frii^, nc^me bid) mit unb seige bir citieu 
2)?en[d)cn. 

Uub ertl}at ba^ unb fut)rte ben 5BoIf ^erau^ an bie gro§e ©tra^e. 
yiidit lange l)ernac^ tarn cin ftciner 3unge be^ Seg^, ben JHanjcn auf 
bem 9tu(!en, unb woUtt in bie @d)ule. 

3ft ba^ eiu a)ienf^? fragte ber 5BoIf uub lootlte auf ben l^'nabeu 
Io§get)n. 

9iein, bag tnitt erft einer irterben, autiuortete ber "^nd)^. 

9^ad) einer Seilc {)nm)jclte ein alter ©olbat balder auf feincn 
^riicJeu, unb ber 2Bo(f fragte luieber : 3ft ta^ ein 9Jicnfdj ? 

^alt! fagte bcr t^ud;^, ta^ ift einer geroefen. SCarte nur ! 

Unb banu !am ber Odger, mit ber glinte auf bem 9?iid"en uub ber 
3agbtafd)e an ber ©eite, unb pfiff cin InftigcS ![^ieb. 

9?un fiel) ! fagte ber gudj'S, ba3 ift ein SJienfd); id) ipill mid) fort^ 
mad)en. 

geigting ! fnnrrte bcr 2Bo(f, bu follft fet)en, luaS id) mit i^m an== 
fange, Uub cr fpraug t)in, um hen 3figfr au5ufat(cu. 

O^o ! fagte ber QdQer, \uie fd)abe, ba§ id) nidjts aU ©c^rote in 
beiben ?aufcn gclaben l)abe. Uub er tegte an auf ben Sotf unb gab 
i{)m cine ^abung in'v^ @cfid)t; unb i)a^ ©d)rot fi^elte bie .^eftie ge= 
JDattig; aber cr riidtc mutl)ig Donudrt^. 

©er 3ager fcuerte nun ben siueitcn Sauf ah, unb bem Solfc iDarb 
e8 griin unb gelb dor ben Slugen. 5lber er fa^te iDieber Wuti) unb 
mad)tc einen 9lngriff auf il)n. 

®a jog ber ^dgcr feincn ^irfd)fduger l)crand unb 3og i^m ein 
paar fc^arfe §iebe red)t^ unb i'lnU itbcr tai ©efic^t, ba^ bo« 33tut 
i)erablief unb il)m bie 3(ugcu fiitltc. ®a fjatte ber Solf gcuug unb 
na^m Oxei^au^. 

!X)er }^nd)^ ^atte auf if)u gcluartct unb frug: 9^un, wk bift bu 
mit bem yjienfd)cn fcrtig gcworbcn? — 5td) ! I)eu(te bcr 2Bolf. 3d) 
pttc nic^t gcbai^t, ba§ bcr iDicufd) fo ftarf ipdre! Srft na^m er fein 
^(a^ro^r uub blie^ ^inciu, unb id) fiif)Ite einen ftcd)enben |)aget im 
©efid^t. !Dann blicd er )Bieber ^inein, unb eS )uar, aU ob c^ fd)arfc 
^iefet rcgnetc. ^nki}t jog cr cine btanfe diippt au§ bem geibe unb 
l)ieb mir bamit mcin ®efid)t btutig, bafe id} auSreif^cn mu^te. 

©ie^ft bu nun, fagte bcr gud^d, umS fiir eiu '^ra^ll)au« bu bift? 



— 120 — 
12. The Farmer^ his Son and the Donkey. 

A fanner (peasant) went with his son to the city, to make 
some purchases, and took an unloaded donkey along, to carry 
the wares home. 

A traveler, whom they met on the road, said: "You are 
foolish to walk, when you have a strong beast of burden that 
could carry both of you." "He is right," said the farmer, "let 
us both mount." And so they did. 

Another traveler came along and exclaimed: "Shame on 
you! you overburden that poor beast, while you are strong 
enough to walk on foot, at least one at a time." 

* ' Well, " said the old man, ' ' you may walk along, boy, while 
I go on horse-back." 

After a while they were addressed by a third pedestrian: 
"Old man, for shame ! you make your slender boy tramp along 
on foot, a healthy big fellow like you !" 

"True enough," replied the father; and he mounted his son 
and walked by his side. 

"Lazy youngster!" cried a fourth passenger, "it is unbe- 
coming in you to make that poor old man trundle along. Can- 
not you relieve him ?" 

"What now?" said the peasant and shook his head. "We 
have tried every way and could not please the people." 

And they tied the donkey's fore-feet together, and his hind- 
feet also, put a long pole through and carried the donkey on 
their shoulders to the city, where everybody laughed at them. 

Thus it is, if you try to please everybody ! 

Note. The latter two pieces require a rather advanced sub-class, to ho 
told aad repeated with profit. 



— 121 — 
12. ©cr aSauer, fciit (Bo^n un^ bet ©fct. 

Gin Waiter ((farmer) ging mit fetnem ®of)ne nad) bcr ®tabt, urn 
ba Sinfdufe 3U mad)cn, utib nal)in einen unbetabenen (Sfel mit, ber bie 
SSaaren l}ci;ntrai3cit [ollte. 

Gin 9ici[cnbcr, ben fie onf bem SBegc trafen, fogtc: 3^r feib tl)o* 
rirf;t, ba^ il)r gc()t, lucnn il)r cin |o ftavfe<5 ?afttl)icr bci end) {)aht, ba^ 
end) bcibe tragen tonnte. — Gr l)at dlcd)t, fagte bcr ^auer, lap un$ 
beibc anfftcigcn. Unb fie t()aten ba^. 

X)a fam ein anbcrcr SBanbcr^mann unb [d^ric: ©djamt end^, i^r 
briicf t ba^ arme 2:i)icr faft nieber unb [eib bod) ftarf genug, ju gni^e ju 
ge{)en, wenigftcnd Giner auf cinmat. 

©ut, fagte ber 9t(te, bu umgft 3U ^^u^c gel)en, 3nnge, unb i^ 
reitc. 

^lad} einer SScilc bcgegneten fie einem britten Sanberer; bcr fagte: 
Sifter, fdjdmc bii^, ha^ bu beinen armeu ^nngcn neben^er laufen (o^t, 
unb bift boc^ fclber ftarf unb gefunb. 

3Ko{)( wal)r ! ernnbcrte ber ^atcr; cr Iie§ feiuen @o^n anfftcigcn 
unb ging bcil)er ju i^ntfec. 

}^a\\kx ©tricf ! ricf cin Dicrter iyteifenber, c^ fd)idt fid) nid)t, ba§ 
bu ben armen SUtcn ^a beil)cr trampctn Id^t; fannft bu il)n uid)t ob= 
Icifen ? 

Sa6 nun ? fagte bcr ^auer unb fratjtc fid) aut liopfe. Sir ^aben 
bic ^ad}t auf jebe 5lrt i)erfud)t, unb iunner loar e^ ben gcuten nid)t 
rc^t. 

Unb fie banben bem Gfct bie 2sorberfii§e jufammen unb bie ^inters 
fu§e be§gtcid)en unb ftccftcn cine tangc <5tange burd) nub trugen ben 
Gfct auf ben ®d)u(tcrn nad) ber 'Stabt, tt)o fie brao an{<gc{ad)t luurben. 

@o ge^t'^, h)cnn man'^ atlen Scuten rec^t mad)cn luill. 



122 



The Play of Drawing 
according to Froebel's System. 

It is important to show by one example, at least, all the 
various uses of the Kindergarten Plays (or kinds of Work) and 
the method after ivhich they all ought to be taught, if their full 
beneflt is to be reaped. As an example for this purpose the 
Play or School of Drawing is here chosen, because it is the 
most appropriate to illustrate them. It is, of course, impossible 
to carry a pupil, even during more than three years of Kinder- 
gartening, through all the variety of exercises, so as to exhaust 
the almost infinite variety of "Beautiful, Scientific and Life 
Forms", that may be produced by the pupil's own creative 
imagination; but while every pupil ought to understand and 
practise all of them, some few should be singled out for long 
continued, manysided and somewhat exhaustive treatment, in 
order to train every pupil to a love for thoroughness and real 
labor. Of the few thus to be singled out, none commends itself 
so much as Drawing, accompanied, alter a pupil's seventh year, 
by Modeling. 

It is a fact well known among experienced teachers, that 
the talent required for the vocation of a competent draftsman, 
lithographer, engraver, architect, modeler, painter &c. is rare, 
and that only from five to ten per cent at most of drawing 
pupils will turn out tolerable in these arts, if the ordinary 
methods of teaching are followed. Still, there is hardly any 
vocation in life which would not be considerably benefited by 
the capacity of its followers to draw skilfully. This great dis- 
proportion of the developed talent to its necessity is common 
to all the Arts. In our present state of education from five 
to ten per cent seems to be the highest amount yet attained 
among pupils, of those who are apt to be in time good singers, 
actors, orators, gymnasts, poets, etc. The case is different 
with exact Science: in most good schools cases occur, in which 



— 123 — 

a great majority of a class of learners do credit to their teacher, 
themselves and, afterward, to their calling in life. The differ- 
ence between Art and Science consists just in this : that the 
former requires in its followers, besides a certain degree of 
intelligence and knowledge, which is indispensable to the 
"Scientist", a high degree of practical exercise and skill in a 
number of bodily organs. Every particular science hinges on 
a limited number of principles ; these once mastered with the 
intellect, and their spirit imbibed — the rest of the science may 
be acquired by a comparatively short series of mental efforts. 
Not so with Art; — you may perfectly understand all the prin- 
ciples of a particular art, and be a masterly critic of its perfor- 
mances: but you are, without long and patient practical exer- 
cise of your organs according to those principles, as far remote 
from being an Artist in that line, as a man is from being a 
master-carpenter, who knows quite well, in theory, how every 
kind of carpenter's work is made and cannot make any of it. 

Therefore, when the advocates of the Kindergarten system 
maintain, after long years of experience, that they have found 
means to develop every pupil into a tolerably good, and some- 
times an excellent designer — (by ''every one" Ave mean those 
whose bodily organs necessary for drawing, are not defective) — 
oven experienced teachers unacquainted with this system will 
incline to be incredulous. But the matter is by no means a 
miracle. The conditions given, the effects will inevitably 
follow, if the teacher is what he ought to be. These conditions 
are, that teaching ought to begin at an early age, when the 
susceptibilities of the mental and bodily organs are plastic; 
next that the teaching should inspire the pupil with the greatest 
possible love for the beautiful, of which the particular art is 
productive; then that the bodily and mental organs requisite 
for the art, should be carefully trained by beginning with the 
simplest exercises, but in such a manner that they produce 
from the outset something beautiful and correct in its kind, 
and should, by a studiously graded scries of exercises be just 
as rapidly advanced in skill, as nature will allow. 

In this series of drawing exercises and their method, we 
take the liberty of slightly modifying those presented by Froebel 



— 1-24 — 

himself, wlio of all teachers was the most anxious that the spirit 
rather than the letter of his instructions should be followed. 
In so modifying his system we are prompted by our own 
experience as a drawing teacher and by the wants of larger 
Kindergartens, larger than those heretofore established. Our 
series of exercises is calculated for a course of tioo years at 
most, in order to give those children, who can no longer attend 
the Kindergarten, the benefit of the whole system, while the 
intelligent teacher may, with those pupils who remain for a 
longer period under her care, expand the series in the manner 
indicated by us. The drawing material devised by Froebel is, 
from the beginning, a slate and pencil, the former ruled with 
indelible lines in the form of squares of tlie size of a quarter 
inch. Only when the pupils have acquired some skill, he 
ventures to set them at work on paper ruled Avith blue square 
lines, and with a lead pencil. We insist that the very beginning 
ought to be made -with paper and pencil; we do so for ample 
reasons justified by experience, which will in part be obvious 
fi-om what is to be stated below. The pai)cr ought first to be 
dealt out to the pupils in sheets of octavo size, I'uled in blue 
quarter-inch squares (in the lithographed tables the sides are 
shorter than a quarter of an inch) ; later, when they no longer 
spoil their sheets, in books of about 16 sheets each. Each 
Kindergarten ought to have, hung up along the walls, large 
diagrams, the exact copies of the figures here given in a full 
series, but the quarters of an inch magnified into one inch sides 
or more. — The assistant teachers should keep the pencils 
pointed, in order to avoid trouble. 

As soon as the pupils are, by the exercises of Gifts I, II, III, 
IV and V, sufficiently developed in the muscles of their arms 
_ and hands, the nerves of their eyes and in their attention and 
sense of beauty, they should be taught to lay out on the square 
ruled surfaces of their tables regular and symmetrical forms 
and figures with building blocks, and to invent new and beauti- 
ful combinations of the same. Then they will be fully prepared 
for the first drawing exercises; and this will, on an average, be 
suitable for children of 5 years of age. The first exercise with 
Figure 1 will be introduced by a conversation. The teacher 



— 125 — 

asks the class or sub-class, if they would now like to learn 
drawing; if they will do their best to learn that art within two 
years, and to make every figure, every line beautiful. She 
shows them all the diagrams and how they follow each other, 
and that the most exquisite drawing is composed with very 
short lines which any child may draw; that they ought to fol- 
low with the pencil the blue lines slowly and from the top of 
the square to the bottom; that each line ought to be drawn 
with a light hand and afterwards be thickened and, at the 
same time, corrected; by going just as lightly again and again 
over it. All this is taught by questions and answers. In the 
same way she asks, if they know how to hold their bodies, 
arms, hands, and fingers, to draw a perpendicular line (they 
know already what this expression means) and she warns them 
to sit always squarely before the table, with the body bent over 
as slightly as possible, their feet perpendicularly down, their 
soles firmly on the floor, both arms nearly as far as the elbows 
on the table, their elbows and right hands inclined at a half 
right angle (they know ^\iiat a right angle is) towards the edge 
of the table; their fingers slightly bent (at 45 degrees — which 
they know not and need not be told, but shown) when the line 
drawn will of itself be perpendicular. 

She now places them in the position prescribed and sets 
them drawing invisible perpendicular lines with the inverted 
pencil on the table, till they are all sitting in correct position 
and moving their pencils perpendicularly. This is indispensable, 
before paper and the point of the pencil are used. And ever 
afterwards the correct position and holding of the hand ought 
to be strictly watched. The two fore-fingers and the thumb 
ought, in holding the lead pencil, to be as little curved as pos- 
sible, the hand to rest and to slide onward upon the little 
finger; the pencil never to be held too firmly. We need not 
enlarge here upon the reasons for all these directions; they are 
absolutely necessary, and a reflecting teacher will easily dis- 
cover why, and make the pupils alive to them. 

She asks, what line in Figure 1 they ought to draw first; one 
or the other of the pupils will give the proper answer: because, 
if not beginning from the left side, the lines already drawn 



— 126 — 

would be wiped out; and she adds: likewise because you must 
always have the finished part of the figure in sight, which would 
be covered by the hand in the inverted course. She asks: on 
what square does the first line to be drawn fall ? They say on 
the first blue line, third square from above. So continuing 
with questions and answers, she teaches them that the second 
drawn line will go on the' second blue line one square upwards, 
the third on the third blue line again one square farther up- 
wards; that the fourth comes right below the second, with one 
square's distance between them; the fifth beneath the third 
with the same interval, and so on. Now she commands them 
to draw, all at the same time, the first line, pointing at the 
diagram, and slowly saying: ''one, two, three" — the "one 
meaning, that the pencil begins above, the *' two" that it is 
moving slowly down, the "three" that it stops below. The 
teacher may sing a snatch of a tune to these words; or the 
pupils may do so. 

She now examines all the drawings, points out defects and 
sets her assistant watching the less clever children of the sub- 
class. Should the first (and so with any subsequent line) be 
drawn in the wrong place — a thing that ought rarely to 
happen, if she has in the beginning impressed them all with 
the importance of their undertaking — the sheet is turned up- 
side down, and the liue drawn again; and as soon as the 
assistant's time allows, the first wrong line (and henceforth 
every wrong or imperfect one) is wiped out with the rubber. 
When all the nine lines of Fig. 1 are in this way correctly 
placed, she grants the class (or sub-class, as the case may be) 
a few minutes' time to go over each line again and again, im- 
proving it and assists them in so doing with advice, rarely, 
if ever, by making the correction herself. When all the liues 
are equally long, thick, black, and straight, the drawing lesson 
is over. A few words of praise to such children as have done 
everything satisfactorily, will do wonders towards eliciting the 
greatest attention and care of the pupils. Shortcomings ought 
not to be ridiculed, or many pupils would at once be discour- 
aged. Cleanliness will almost enjoin itself, because the children 
strive to perfecft something really beautiful. The rubber ought 



— 1-27 — 

not to be given into the hands of first beginners. This first 
drawing is now used for a short Object Lesson, to sharpen 
imagination. What does the drawing looif like? — Nine-pins, 
rows of trees in alleys, rows of soldiers, etc. Would a row of 
trees or soldiers look well, if they were not equally distant 
from one another, not equally tall, stout, straight and uniform? 
How do they like drawing? — Do they not wish to do always as 
well, that they soon may be able to take a sheet full of clean, 
neat figures home to their parents as a present? — Then the 
pupils are directed to place their sheets carefully away, each in 
his drawer; or the teacher collects them. 

The pupils will at once be deeply interested in this kind of 
exercise. They now can produce something really beautiful. 
The sheet of drawing paper will rarely be soiled or wrinkled 
by them, the point of the pencil rarely broken off; every 
succeeding figure, to go on the same sheet, will be drawn with 
the same care, lest all labor already spent upon it, may have 
been in vain — in short, they are imbued with a sense of beauty, 
order and system, created by themselves. After the third or 
fourth lesson — each devoted to only one figure — the explana- 
tions before the beginning of the drawing may be considerably 
shortened, but the rhythmical drawing at the command of the 
teacher ought to continue up to the ninth or tenth figure and 
lesson, when the better pupils may be left to themselves, and 
the rhythmical drawing be carried on exclusively with the 
feebler ones for some time yet. 

Some pupils fail in their first attempts, because the muscles 
of their hands and fingers are too feeble or too nervous. The 
gymnastic exercises, calculated to rapidly cure this defect, con- 
sist in alternately opening and shutting the hands, spreading 
and closing the fingers, bending the hand at the wrist at right 
angles to the fore-arm and back, and fingering piano exercises 
upon a table — all of these exercises to be carried out with 
stiflened arms, held out horizontally, and with a real exertion 
of all the force that can be wielded, but never to complete ex- 
haustion. The pupils after having been carefully shown how 
to practise them, will now continue them at home and else- 
where with a will, because they subserve a purpose endeared 



— 12S — 

to them, while they would otherwise consider them tedious and 
even ludicrous. Other pupils fail at first, because their sight 
is not sufficiently exercised in correctly guaging length, width 
and distance. They may be exempted from drawing, until their 
sight is improved by the plays of the first five Gifts, except 
such as show great earnestness of purpose to learn drawing. 
In this case the plays just mentioned and the square ruled 
paper may help them to rapidly strengthen their symmetrical 
sight, and the teacher may assist them in their eftbrts, by giv- 
ing each an octavo sheet of paper to be filled under the inspec- 
tion of the assistants with the exercises represented on TableXI 
by Fig. 1 and 2. 

The figures just mentioned are not intended for all the class, 
only for the earnest but feeble learners on the one hand, 
and on the other hand for voluntary practice at home, and in 
moments of leisure at school by the rest of the class. Not only 
would the course of drawing lessons be unnecessarily extended 
(and it is an important ride, that no step forwards should be 
retarded, which is duly prepared, in order to keep the interest 
of the pupils in the subject always unflagging) but those very 
lines are of constant occurrence in figures of higher grades and 
offer opportunities for continued exercise. We shall hence- 
forth call Supplementary Exercises all those given in Tables 
XI — XVI, which are not necessary for the whole class, but vol- 
untary, or calculated to bring up the rear of stragglers with 
earnest will but feeble powers, in extra helping lessons under 
the guidance of an assistant teacher. 

The conversation before, during and after every drawing 
exercise (and likewise during every Kindergarten Play) sub- 
serves a manifold purpose. It makes the children fully atten- 
tive to what they are doing and interests them in the exercise. 
It gives appropriate advice for correct execution of the practice 
and prevents blunders instead of correcting them. It informs 
the pupils of the law on which each figure is constructed and 
thereby develops the power of Invention, creative Imagination, 
which consists in evolving by gradual changes of the law an 
immense variety of figures and forms, all regular. 

Of the latter purpose we have to speak somewhat more ex- 



— 129 — 

tensively. Every one of FroebeVs Plays is intended to develop 
one law out of another, chiefly by placing side by side, first 
Opposites and then their Combinations in forms of a higher 
order. Thus Fig. 2 may be considered as the Opposite to 
Fig. 1, the lines there composing an erect quadrangle, here a 
recumbent one. There the rows are obliquely, here perpendic- 
ularly placed under one another, each, however, at the dis- 
tance of one square from another. Figs. 3 — 5 are ditferent 
Combinations of these two Opposites, each upon a different 
law which the child may be made to express in its own words. 
For instance: in Fig. 3 the first figure is cut lengthwise into 
halves placed together invertedly, the -whole forming a recum- 
bent quadrangle (the children will call it a lying quadrangle) 
and leaving two iioUow spaces in form of triangles. Fig. 4 is 
a Combination of 1 and 3. Fig. 5, resembling layers of bricks 
in walls, combines alternating perpendiculars, the Opposite to 2. 
Fig. 6 is Fig. 3 repeated by doubling the elements and placing 
them in pairs. By thus guiding the pupil to find out the law 
on which the regularity of the figure is based, and to find the 
Opposite and the Combinations possible of the two laws, his 
spirit of Invention is invited to self-activity. The abler learners 
who have finished their lesson before the rest of the class, will 
be called upon to invent new forms of Beauty, and will more or 
less succeed in following the given hints. The rest of the class 
must be still further guided toward a change of law. 

Suppose you wish them to invent Fig. 13. You say: I give 
you T by T squares to enlarge Fig. 1. Where will you be- 
gin? — In the middle row of squares; on the first blue line to 
the left. He will easily find where to place the lines of the left 
half of the figure, and may now be directed by a few hints to 
complete the right half of it. Or, if Fig. 8 is to be invented, 
you advise him to draw a cross within the hollow space of Fig. 
9; by experimenting he will find that impossible except as shown 
in the figure. 

Those who incline to the view that this kind of exercises 
may be too difficult for the age for which they are intended, 
lose sight of the fact, that all the previous Plays of Gifts 3, 4 
and 5 have already developed the power of Invention to a con- 



— 130 — 

siderable degree by applying, in a yet simpler and easier man- 
ner, the Principle of Opposition and Combination; and that the 
language to which they are here treated (such as that of Octa- 
gons, Triangles, Oblique lines. Squares, etc. ), is already familiar 
to them. Besides, the enthusiasm of even young children lor 
drawing will aid in overcoming every obstacle. Says Froebel: 
' ' Drawing is one of the most eflective means of forming the 
mind and of the very highest importance for even tenderest 
childhood, because it allows the child to represent creatively 
its imaginings with the most slender eflbrt at overcoming matter 
and the least physical exertion, and, therefore easiest and most 
rapid. It thus prepares an appropriate use of the entire crea- 
tive power of Man, enriches the mind and feelings with clear 
notions, and with true and beautiful ideas, the foundation of 
all happiness." 

Thus far the pupils have only learned to draw^ perpendicular 
lines of the length of a quarter of an inch. As soon as they 
can do that neatly, it is safe to lead them on to draw lines of 
half an inch, three quarters, and a whole inch in length. By 
questions and answers they find that this is to be eflected by 
joining lines of a quarter inch in two, three, four separate 
movements of the hand, thin lines at first, which are gradually 
thickened and blackened in going over them again and again, 
till they can draw in one movement lines half or a whole inch 
long. In this way Figure 9 is formed, wiiich they will compare 
to a Right-angled Triangle. Figure 10 is the Opposite to it, 
a hanging instead of standing Triangle, the larger lines begin- 
ning from Ictt to right, while in Figure 9 the smaller ones led, 
the larger followed. Figures U and 12 arc Opposites to 9 and 
10, Figures It — 22 are various Combinations of the Opposites, 
w^hich may be in a thousand ways varied. Instead of continu- 
ing these exercises with long lines for a great length of time, 
as is done in most Kindergartens, a practice for which there is 
later opportunity without limits, and which, at this age, would 
necessitate over-exertion, ^ve go, with Figures 23 and 24, over 
to a new kind of exercise, to-wit, the drawing of parallels 
within the squares, at the distances of a half, and of a quar- 
ter of a square from the blue lines; and in Figures 25 and 30 



— 131 — 

■we continue this exercise, combining it with previous elements. 
Upon the laws underlying these figures, again an immense 
number of variations, according to Opposition and Combina- 
tion, might be constructed and may be invented by the pupils; 
but we cannot aftbrd to encumber our course with following 
them out. "VVe must confine ourselves to the most beautiful 
figures that may in this way be produced. 

The sight of the pupils is now so far improved, that they 
may draw quarter-inch lines across a blue line, as appears in 
Figui'es 19, 25, 30, which practice enables them to compose 
figures akin to curves (circles, ovals), with such unwieldy things 
as straight lines are, and gives them great pleasure and scope 
for invention. In directing their efforts to this aim, the prin- 
ciple of Opposites and its Combinations is again invoked. Thus 
Figure 31 is the Opposite to 25, a lengthy oval, and to 32, a 
standing, somewhat shorter oval; while 23, representing a 
rhomb, is another Opposite to the oval and combined, besides, 
with former elements. Thus Figure 30, a circle, is the Oppo- 
site of 34, a "lying" square with a standing square within, 
and Fig. 33, a "lying" square with a circle within, a Combi- 
nation of the two. 

We have spent so much time on perpendicular lines, be- 
fore introducing the horizontal, because the latter is, indeed, 
much more difficult for children. To draw them, requires another 
position of elbow and right hand. The elbow is drawn back 
Irom the table; only about the foremost half of the fore-arm 
rests on the table, and the wrist is now the supporting part of 
the hand, which, however, in gliding along, is guided by the 
little finger. These positions must, again, be well practised 
without paper, and with the inverted pencil, before commenc- 
ing the real drawing. For the pupil ought to produce from 
the beginning, as far as possible, none but perfect lines. His 
sense of beauty must not be marred, he must not be accus- 
tomed to be satisfied with imjKirfect creations. 

Now we might again keep the pupils for a great length of 
time engaged in drawing nothing but horizontal lines, such as 
Supplementary Figures 3 — 1 (Table XII.) show; butthis would, 
for reasons already stated, be a waste of time and force. The 



pupil ought to climb a new round of the ladder of progress, as 
soon as he is fully prepared for it, so that his interest in the 
exercises may always be kept fresh, and that he may feel his 
powers constantly growing. These Supplementary exercises 
are for the stragglers, or for voluntary work. We proceed, in 
the regular course, to the composition of perpendicular and 
horizontal lines, first of quarter-inch sides. 

In Fig. 35 right angles appear in all the four positions pos- 
sible, they being Opposites, and the square in the middle being 
the Combination thereof, which the pupils are to find out for 
themselves, after the Diagram has been removed from the 
wall. Figures 41, 42, 43, 45 are Life Forms, different kinds 
of crosses, the rest are Forms of Beauty. This Exercise may 
be continued with Supplementary Figures 19, 26, 49 (Table 
XIII, XI Y, XYI), as before directed. 

With Figs. 49, 50, 53 — 54 a series of Forms of Knowledge 
begins subservient to Geometrical Object Lessons. Here the 
pupils first learn what a Diagonal is, and that it cuts regular 
parallelograms into halves; what an Oblong is, and that the 
Parallels which cut the Squares or Oblongs perpendicularly and 
horizontally into halves, may be called l>iametcrs (this is done 
for convenience sake); that each Diagonal halves the other 
and the two Diameters; that the intersecting point is called 
Centre or Centre of Gravity (Avhat the latter expression means, 
is shown by balancing a square and an oblong wooden tablet 
on the top of a pin or lead pencil, and by hanging it up, by 
means of a pin and a thread in equipoise). All scientific lore 
is kept aloof in teaching this — the demonstration, that Diam- 
eters and Diagonals halve the figures, is given in two ways: 
first by counting up the little squares or their parts, which 
each half contains, and showing the sums to be equal; next by 
folding right-angled papers and showing that the halves cover 
each other. In the same way Fig. 71, and the truth therein, 
shown, is illustrated: to wit, that a standing square inscribed 
in a ' 'lying" (recumbent) square covers half its space, and that 
the reverse is just as true, which the pupil is led to find out 
himself. Figs. 53 & and 13 illustrate the fact, that, if the side 
of a square is double the length of another, its square is four 



— 133 — 

times as large, which again must be demonstrated and ex- 
pressed in the pupil's own words, by counting the sums of the 
little squares and folding square pieces of paper. Thus the 
pupil himself invents Geometrical Theorems and Definitions, 
and their Corollaries. 

These important truths are thus learned by questions and 
answers, frequently repeated during the exercises with Figs. 
55, 56, 59, 60—64, 66, 68, 69, T5— T9, etc., which are Forms of 
Beauty, and Avith Figs. 57, 81, 83, 84, 90, etc., which are Forms 
of Life, and Figs. 65, 67, 73 and 74, which arc Forms of Knowl- 
edge. In 65 and 101 the fact Is embodied and discovered by 
the pupils, that an Oblong of 3x5 lengths (of a quarter-inch), 
contains 15, and one of 1x3 lengths 3 quarter-inch-squares; 
and in 74, that the law here embodied holds good as well of 
Rhombs. By multiplying this kind of examples the pupils learn 
not only part of the Multiplication Table in a way never to 
forget it; but they will, at last, perceive also the law of the 
Powers of whole numbers and Fractions, all without scientific 
knowledge. Fig. 95 continues this exercise, applying the 
knowledge gained with Rectangles to Rhombs. 

Meanwile the pupils have learned how to draw Oblique 
Lines (they call them ''slanting"). The preparation for the 
practice gives the following directions: to draw a Diagonal in 
a Square from the lower left to the upper right angle, the 
elbow ought to lie on the table, fore-arm and hand in a straight 
line and at right angles to the line to be drawn — (the Diagonal 
ought to cross all the intersecting points or Vertices). To draw 
a Diagonal from the upper left to the lower right angle, the 
body ought to move nearer to the table, the fore-arm to be 
parallel with the edge of the table and upon it, the fingers to 
be at right angles with hand and arm. This again is practised 
without paper and with pencil inverted, before drawing is be- 
gun. In all Geometrical figures the lines ought to be thin and, 
if necessary, afterwards corrected without thickening them, 
by applying a ruler of folded paper. Froebcl calls Diagonals 
of squares * ' Oblique Lines of the First Order, " those of Oblongs, 
the proportion of w^hose sides is 2 to 3, or 3 to 4, or 4 to 5, etc., 
"Obhque Lines of the Second Order;" those of Oblongs, 



— 134 — 

whose sides are 2 to 4, or 3 to 5, or 5 to Y, "Oblique Lines of 
the Third Order, " etc. , etc. Those of the Second, Tliird, Fourth 
orders arc more difficult, whenever they are to be draAvn from 
the hand towards the arm. For this reason, and because the 
pupil's health might be endangered, by leaning with his body 
too far forward, he may be allowed — hut solely in this case — 
to alter the parallel position of his drawing sheet, or book, to 
the edge of the table, into a slanting position. 

We can now leave the future drawing teacher to her own 
wits to find out the way, in Avhich the production of the rest of 
the Forms of Beauty and Life is guided and turned to account 
in various directions. The curved lines, when they first ap- 
pear, are well prepared by the Regular Polygons, and the 
Regular ''Eightsider" or *'Sixteensider" is always (in the 
beginning) first laid out, before the little curves are attempted. 
The position and movement are in all cases the same, as the 
Arc of the curve would require. The pupils (now on an 
average 6^ or 7 years of age) will rapidly learn on what Vertex 
or Centre of what little square each angle of the Perimeter of 
each Polygon will have to be placed, and acquire a practical 
skill in symmetry, which renders the teacher's assistance less 
and less necessary. She will, however, not fail to extract, in 
each new problem, by questions and answers, the consciousness 
of the pupil of what he is doing, and how. 

We may conclude, in this respect, with the remark that a 
distinction between thick and thin lines Avithin the same figure 
appears only from Fig. 112 to the end. It ought, for obvious 
reasons, not to be introduced in any earlier stage of develop- 
ment, but thenceforth it ought to be adhered to in every Form 
of Beauty. After the lesson 142 (each figure fills one lesson, 
except so far as Supplementary Exercises arc concerned) the 
pupil will, almost without guidance, learn correct Shading and 
Drawing from Nature, if the directions thus far given have 
been faithfully observed — at least in their spirit. 

As to the rest of the Forms of Science, we confine ourselves 
to a few other remarks. They embody almost all the element- 
ary truths of the Geometry of Planes in the manner of Object 
Lessons, and prepare the mind for the scientific study of 



— 135 — 

Geometrj^ in its later stages in such a manner, that no boy, nor 
even any girl (for girls are much less inclined to this abstract 
study) can help understanding the science perfectly. The 
pupils acquire all the facts, laws and truths of Plane Geometry 
(and even the simplest of those relating to Geometry of Solids) 
long before the same are invested with Axioms, Definitions, 
Theorems, Demonstrations, etc. They know the things and 
can tell, or at least show them, without applying always the 
appropriate technical terms: enough that they learn how to 
express tolerably Definitions of all the lines and principal re- 
gular bodies and figures. In this they are aided in many 
ways by the contemporaneous exercises contained in the rest 
of the Plays, especially that of Folding paper. It is almost 
superfluous to add that Fig. 98 embodies the truth, that 
Triangles of equal bases cover space in proportion to their 
height; while Fig. 102 applies this truth and its Opposite to 
Parallelograms; and that Figs. 99 and 100 show the Definition 
and qualities of Similar Triangles. But it must be mentioned 
that Fig. 103 shows a way for the construction, without the aid 
of circle or compass, of a Regular Pentagon. Beginning with 
the Base, which is 6 squares through, and erecting the Per- 
pendicular, which measures four quarter inches, the latter 
need only be prolonged by five quarter inches, to show where 
the two upper slanting sides of the Pentagon will converge; 
the two missing points of intersection, to which the two lower 
slanting sides must be drawn, lie each in the middle of a 
square, the fifth at the right and left from the Perpendicular, 
and the sixth from the base upwards. It is obvious that this 
is the time to elicit from the children that all the Triangles, 
formed by lines from the centre to the angles at the Perimeter, 
are equal, and that by prolongation of these ''Radii" Per- 
pendiculars are let fall on the opposite sides, which cut each 
triangle into two equal triangles. The children may, at this 
stage, be so guided as to find out where to place the centre 
of any Regular Polygon, if it is not given; that each Regular 
Polygon has its angles in the Circumference of a Circle, and 
what Radii arc. They may be made to know the fact, without 
yet finding the correct words for it; but it is necessary that in 



— 136 — 

all learning they should know the things first, the names after- 
wards. The drawing of a Regular Heptagon, as in Fig. 104, 
is similar; the base side is the length of three little squares, 
the perpendicular of 3^, its prolongation of 3|; the two lower 
slanting sides converge with the two middle ones in the middle 
of the outer sides of the third little square from the base, 
which, at the same time, is the fourth from the Perpendicular 
right and left; the two middle slanting sides converge with the 
two ujjper ones in the middle of the fourth square right and 
left from the perpendicular and the sixth from the base up- 
wards. In the construction of the regular Hexagon, Fig. lOt, 
the proportion of the base to the height of the first triangle 
formed is as C to 5 — the rest of the directions appears from the 
figure; the same holds good of the Regular Octagon. Fig. 143 
shows one of the three ways, in which Froebel demonstrates the 
Pythagorean Theorem through an Object Lesson (by compar- 
ing the sums of the counted squares). In the same simple 
manner the Binomial Theorem may be demonstrated to children 
of 7 to 8 years of age by Fig. 144. 

In concluding we direct the attention of our readers to the 
fact, that FroebeVs Kindergarten exercises in Geometry begin 
with Bodies (of course the simplest regular ones), proceed to 
Figures, thence to the Lines, lastly to the Point. Thus far the 
course has been Analytical. From Points and Lines the con- 
tinuation comes again to Figures and Bodies. In so far the 
course is Synthetical. All teaching ought to begin luith 
Anahjsis and to lead back to Synthesis, to be " Analy tico-Syn- 
thetical." The merit of Froebel as a teacher consists in this, 
that his system is analytico-synthctical in every stage of its pro- 
gress. The teacher who imbibes its spirit, can hardly ever go 
astray, or find an insoluble task. 









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Supplementcay Tdhle^JL. 


















Table XII. 


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SitppJejr/iendccryTctbTje- V7 



Table X\^. 




Supplefneiitary Tctb/e V7. 



Table XVI 




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(K. ^itl^tt 'ux ^fhj |Jork. 



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Child's Grarden. (Kinder-Garten.) Education 
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3.00 



(B. ^ttiger in ^tia ^orL 



Friedr. Frobel's Kindergarten. Eine Weih- 
nachtsgabe fur gebilJete Frauen. cart. 0.65 

Die Frobel'sche Erziehungsmethode. Eine 

Zusammonstelhing vereinzelter Mittheilun- 
gen u. Berichte. Nebst e. Kinderliede m. 
KlavieAegleitung. 0.25 

H. G-oldammer. Der Kindergarten. Hand- 
biich der Frobel'schen Erziehungsmethode. 
Spielgaben u. lieschaftigungen. Nach Fro- 
bel's Schriften u. dtn Schriften der Frau B. 
V. Marenholtz- Billow bearbeitet. Mit Bei- 
tragen v. B. v. Marenholtz-Bulow. Mit 
76 Uth. Taf. Abbild. 4. 3.20 

Ueber Fr. Frobel's Erziehungsweise. 

Vortr.ig gehalten vor dem Verein fiir Fami- 
lien- u. Volkserziehiing. 0.35 

Ueber Fr. Frobel's Weltanschauung. Vor- 

trag gehalten vor dem Verein iiir p'amilien- 
u. Volkserziehung. o-35 

Jos. Gruber. Die Padagogik des Kindergar- 
tens u. der Bewahranstalt. Kritisch-prak- 
tisch dargestellt. M. 16 Steintaf. i.oo 

J. Guilliaume. Jardins d'enfants. La Gym- 
nastique du premier age. Jeux et exercic s, 
avec accompagnement de chansonettes. 

0.90 

R. de Guimps. Nouveau livre des meres, 
ou I'instruction educative de la premiere 
enfance. i-50 

Th. V. Gumpert. Mutter Anne u. ihr Gret- 
chen. Ein Huch fur Kinder von 4 — 8 Jahren 
u. fiir deren Mutter. Auch zum Vorlesen 
in Kleinkinderschulen und Bewahranstalten. 
Mit 6 lith. u. col. Bildern in Tondr. cart. 

1.00 

L. Hertlein. Dreissig Ballspie'.e. Eine An- 
leitung zum Ballspielen m. Kindern v. 2 bis 6 
Jahren sammt dreissig Liedchen zur Beglei- 
tung der Spiele. Bearbeitet u. m. e. Vorwort 
begleitet. 0.65 

Fr. Frobel's Bauspiele. Eine Anleitung 

zum Spielen u. Bauen m. Kindern v. 3 — 6 
Jahren. Gesammelt u. bearbeitet. M. 
22 lith. Vorlegetaf. 1.65 

— — Zwanzig Kinderspiele fiir kleine Kinder 
V. 3 bis 6 Jahren mit Erzahlungen, Krklarung, 
Text u. Musik. Gesammelt, erzahlt u. er- 
klart. M. 20 Vignetten in Holzschn. Cart. 

0.85 

Heinr. HofTmann. (Fiir unsere Kinder.) 
Elisabeth. Gedanken uber Erziehung der 
Kinder In ihrer friihesten Lebensperiode, In 
kurzen Satzen besonders fiir Frauen u. Jung- 
frauen nieder^eschneben. i. Bdchn. gr. 16. 

0.40 

Fr. Hiiffell. Die Klcinkinderschule von pa- 
dagoglschem Standpunkte aus betrachtet. 
Ein Beitrag zur Beforderung des Kleinkin- 
derschulwesens. 16. 0.20 

J. F. Jacobs. Manuel pratique et complet 
des jardins d'enfants de Frederic Frobel, a 
I'lisage des institutrices et des meres de 
famille avec une introduction de Mde. la 
baronne de Marenholtz. 4. Orue de 92 gra- 
vures. 5.00 



Tt. ICaselitz. Gefahren moderner Jugend- 
lecture. Ein Vortrag im Berliner Frauen- 
verein zur Beforderung Frobel'scher Kinder- 
garten gehalten. 0.15 

Der praktische Kindergarten, i. Heft: Die 
Zeichenschule nach Fr. Frobel's Grundsatzen 
bearbeitet v. L. Morgenstern. qu. gr. 4. 

0-45 

Kindergarten n. Blementarklasse. Her<g. 
unter Mitwirkung einesVerelns v. Freunden 
Fr. Frobel'scher Erziehungs - Grundsatze v. 
A. Kuhler, Fr. Schmidt u. Fr. Seidel. 
I. — 4. Jahrgang, 1861 — 1863. Jederjahrg. 
12 Nrn. 1.60 

Die Fortsetzung bildet: 

Kinder- Garten, Bewahr-Schule n. Elemen- 
tar-Classe. Hr.sg. unter Mitwirkung des 
deutschen Frobel- Vereins v. A. Kohler, Fr. 
Schmidt u. Fr. Seidel. s.jahrg. 1S64. 12 Nrn, 

1.60 

Dasselbe. 6 — lojahrg. 1865 — 1870. Jeder 

Jahrg. fi2 Nrn.) 1.70 

A. Klauwell. Das erste Schuljahr. Praktische 
Anleitung fiir den ersten Unterricht im An- 
schauen, Sprechen, Zeichnen etc. 0.70 

Die christliche Kleinkinkerachule. Zeit- 
schrift fiir christliche Kleinkinderpflege u. 
Erziehung fur Schule u. Haus. Herausgeber: 
Pastor Jobs. Boegehold. i. Jahrg. 1870. 

I 15 

A. Kohler. Die Bewegungssplele des Kinder- 
gartens. Nebst e. Anhaiige Voa Ball-, Kugel- 
u. Bauliedorn. i-2o 

Der Kindergarten in seinem Wqsen dar- 
gestellt. 38 Fragen fiir Frwnde und Gegner 
desselben beantwortet. 0.85 

• Das Frobel'sche Flechtblatt. [X. Gabe.] 

Eine Flechtlehre fiir Eltern, Lehrer und 
Kindergartnerinnen, welche ihre 3 — lojahri- 
gen Zoglinge u. Sohuler niitzlich beschaftigen 
woUen. M. 83 Abbild. u. Holzschn. 0.65 

Das Frobel'sche Faltblatt als Anschau- 

ungs- u. Darstellungsmittel fiir die Schiiler 
der beiden er.sten Schuljalire bearbeitet u. 
alien Lehrern u. Kindergartnerinnen zur Be- 
gutachtung vorgelegt. Mit 66 Abbild. in 
Holzschn. 0.40 

Die immerwahrende Versetzung. Ein 

lebendiges Bilderbuch fiir Gross u. Klein. 4. 
6 ilium. Steintaf. m. Text. 1.80 

R. Koenig. Bluthen aus dem zarten Kindes- 
alter. Gedichtsammlung fiir kleine Kinder. 

0.20 

M. S. Kiibler. Die Schule der Mutter. Ein 
Hand- u. Hiilfsbuch fur Mutter u. Erziehe- 
rinnen. Lex. 8. M. i Holzschntaf u. Tit. 
in Holzschn. u. m. vielen in den Text gedr. 
Fig. in Holzschn. u. i lith. u. ilium Farben- 
taf. 5°'' 

E. Lausch. 200 Kinderrathsel, Spielliedchen, 
Verschen u. Gebete. Fiir gute Kinder hrsg. 
16. o 25 

G. Lautier. Bedeutung u. philosophi.sche 
Grundlage v. FrObel's Padagogik. 0.45 



©. ^leiger in "^tbs ^axk 



H. Leidesdorf. Kinderlust, oder : Spiel- u. 
Lied fur Kindergarten, Schule, Haus u. 
Spielplatz. Unter Mitwirkung mehrerer Pa- 
dagogen hrsg. 2 Abthn. i. Ainh.: 145 Spiele 
m. u. ohne Gesang, 100 Reime zu Spiel u. 
Scherz m. kleinen Kindern, 91 Ratlisel u. 37 
Abzalilspriiche. 2. Abtli.: 254 Lieder m. den 
Singweisen, sowie eine Sammhmg Reime 
iiber des Kindes ersten Verkeiir m. der Na- 
tur, Kindergebete, Spriichlein, leichte Ge- 
burtstags- u. Neiij.ihrswunsche. 1.20 

W. Lohe. Von Kleinkinderschulen. Ein Dic- 
tat fur die Diaconissenschiilerinnen v. Neiien- 
dettelsau. cart. 0.25 

R. Loewenstein's Kindergarten. M. zahlr. 
lUustr, u. eiiigedr. Holzschn. v. Th. Hose- 
inanii. 4. cart, i.go 

Mrs. Horace Mann, and Elizabeth P. Pea- 
body. Kindergarten Guide, with Music for 
the Plays. cloth, 1.25 

B. von Marenholtz-Bulow. Die Arbeit und 
die neue Erziehiing nach Frobel's Methode. 

2.10 

Das Kind und sein Wesen. Beitrage zum 

Ver.standniss der Frobel'schen Erziehungs 
lehre. i. u. 2. Hft. @ 0.60 

Le jardin d'enfants. Nouvelle methode 

d'ediication de Frederic Frobel. 0.50 

Marien^verther Kindergartchen fiir die Be- 
wahrschule. cart. 0.45 

H. Meier. Das Kind in seincn ersten Lebens- 

jahrcn. Skizzcn liber Leibes- u Geisteser- 

ziehung. Deutsche!! Miittern gewidmet. o 90; 

in Lwd. geb. i. 25 

W. Middendorff. Ueber die Kindergarten. 
Durch^esehen u. theilweise verbessert v. 
Wich. Lange 1.00 

Die Kindergarten. Bediirfniss.der Zeit, 

Grundlage einlgender Volkserziehung. 0.50 

Das erste Moreenrolh, oder die erste Unter- 
weisung im Cnristenthum. Ein Biichlein fur 
Kmdcrstuben u. Kleinkinderschulen. o 65 

L. Morgenstern. Das Paradies der Kindhtit 
nach Fnedr. Frobel's Grundsatzen. Practi- 
sches u. ausfuhrliches Handbuch fur den 
Selbstunterricht u. zur Benut/.ung in den Fro- 
bel'schen lUldungsinstitiUen. M. Holzschn., 
lolith. Taf. u. Noten. 1.80; in Lwd. geb. 2.40 

-^— Die Storchstrasse. 100 Bilder aus der 
Kinderwelt in Erzahlungen u. JjieJeni fiir 
erzahlende Mutter, Kindergartneriniien 11. 
kleine Leser. M. 8 bunten Illustr. v. L. 
Thalheim. geb. 1.60 

Die kleinen Menschen. loi Geschichten 

u. Lieder niis der Kinderwelt fiir kleine Le- 
ser. erzahlende Mutter, Kindergartnerinnen 
u. Erzieherinnen. Fiir das Alter von 6 — 11 
Jahren. M. 8 bunten Illustr. v. L Thalheim. 

cart. I 60 
Die Mutter unter ihren Kindeni, oder: wie 
Mama ihren Kindern schone Marchen u. Ge- 
schichten erzahlt, hiibsche Liedch^n lehrt u. 
sie zu schonen Spielen anleitet. Hunderte v. 
kleinen Geschichtchen, Marchen u. Fabein 
etc. M. 7 lith. bunten Bildern nach L B. 
Sonderland. Lex, 8. 1.20 



Th. Naveau. Frau Rosa's Kinder'tube. Ein 
practisches Handbuch liir Mutter u. Leh- 
rerinnen an Kleinkmderschul.n. i. Thl., 
enthaltend : bildende Beschaftigungen fiir 
Kinder v. 3 — 6 Jahren in 20 lith. Mustertaf. 
u. genauer Anleitung zur Ausfiihn ng jeder 
einzelnen Beschiiftlgung, Beispielen zur Be- 
.sprechung m. kleinen Kindern, Erzahlungen, 
Liedchen u. Rathseln. gr. 4. cart. 1.20 

Dasselbe 2. Thl., enthaltend : bildende 

Beschaftignngen fiir KinJer v. 5 — 8 Jahren, 
in 20 lith. Mustertaf. u. einer Anleitung zum 
unterrichtlichen Verkehr m. jiingern Kin- 
dern in Besprechung, Erzahlung, Lied u. Ger 
dicht. gr. 4. 1.80 ; 

L u. IL Thl., geb. in i Ed. 3.70 

^■^ Aus des Kindes Heimath. gr. 4. M. la 

lith. Bildtrn, gez. v. Jul. Hoffmann, cart. 

1.80 ; lUum. 2.40 

Neues Erzahlbuch fiir Haus- und Kinder- 
garten. M. 12 eingedr. Holzschn. v. Ed. 
Ade. 16. 0.50 

Erzahl-Buch fiir Haus- u. Kindergarten. 

I. Hft. gr. 16. M. eingedr. Holzschn. 0.30 

Der Kinc'ergarten u. seine ErzieKungS- 

mittel fur Jedermann fasslich dargestellt. 0.15 

u. Marianne Naveau. 200 Spiele u. Lie- 
der fiir Kindergarten, Elementarklasse u. Fa- 
milie. Gesammclt u. nach Musik u. Text 
uberarheitel u. geordnet. 0.50 

u. Fr. Janssen. Zeichnenschule fiir die 

Kindergarten u. fiir die Familie. 1. Abth. 
I. Hft. gr. 4. M. 5 Steintaf. 0.30 

Dasselbe. 2. u. 3. Hft. M. 9 u. 12 Stein- 
taf. @ o.Co 

H. Nienhans. Geistige Nahrung fiir Kinder 
von 4 — 7 Jahren. Ein Handbuch fiir AUe, 
welche m. Kindern umgchen, namentlich fiir 
Erzieherinnen u. Lehreran Bildungsanstalten 
fur die Jugend, Inhalt : r. Abth. Sprach- 
libungen. 2. Abth. Gedichtchen zum Aus- 
wendiglernen. 3. Abth. Spiele fiir Kinder. 
4. Abth. Lieder. 5. Abth. Marchen, Fa- 
bein, Erz.Thlungen. 0.60 

H. Piepenberger. Die Frobel'schen Kinder- 
garten. Drei p.HdagOiiscbe Vortrage, gehal- 
ten im padagog. Vereine zu Schwerin i. M. 

o 30 

H. Posche. Fr. Frobel's entwickelnd-erzie- 
hendc Men.sclienbildung (Kindergarten-Pa- 
dagogik) als System. Eine umfassende wort- 
getreuc Zusammenstellung. 1.80 

Die Ball- u. Tiirn-Spiele Fr. Frobel's. 

Fur Haus, Kindergarten u. Schule bearbei- 
tet. M. 4 lith. Zeichn. in Tondr. nach W. 
Schafcr. I\I. eingedr. Holzschn. 0.9s 

J. Frdr Ranke. Die Erziehung u. Beschafti- 
gung kleiner Kinder in Kleinkinderschulen 
u. Familien. Anleit mg. Kinder in den ersten 
I.ebensjahren zu erziehen, durch Sp'eien, Ar- 
beiten u, vorbereitenden Unterricht zu be- 
schaffigen, m. besonderer Beriicksichtigung 
der Kleinkinderschuie nach der Erfahrung 
bearbeitet. 0.60 



(I. Sitigtr in ^tin ^orL 



F. Ravoth. Die mathematische Formenlehre 
der trobersch";!! Spiel- u. LJeschaftigungs- 
mittel fiir Rindergartnerinnen u. zum Ver- 
standniss der Frobel'sch n Padagogik. M. 
in de;i Text geJr. Holzschn. o.5o 

Ueber den Geist der Frobel'schen Kinder- 

spiele u. die lledeutsamUeit der Kindergar- 
tL-n. M. eingedr. Holzschn. u. 9 Steintaf. o. 50 

H. Reffelt. Das erste Buch fur Schule u. 
Haus. geb. 0.25 

Das zweite Buch fiir Schule u. Haus. 

geb. 0.45 
R. Reichenau. Aus unsern vier Wanden. 

Bilder aus dem Jugend- u. Familienleben. 

I. B. gr. 16. cart, i.oo 
Dasselbe. Mit 66 Originalzeichnungen von 

Osc. Pletsch; in Holzschn. ausgefiihrt von 

H. Biirckner, 4. In Leinwd. geb. m. Gold- 

schn. 5.40 

J. u. B. Ronge. Practical Guide to the English 

Kinder-Garten. 4. 3.75 

Scheibert. Des Kindes Spielen u. Spielzeug. 

Vortrag. cart. 0.30 

Ed. Schulz. Die Welt im Kleinen. 12 Bilder 

aus dem Kinderleben. En Familienbuch 

mit Text V. E. Rittershaus. In Holz ausgef. 

V. R. Brend'amour & Co. Imp. 4., m. 

12 Holzschntaf. u. cart. 2.50 

J. Seele. Gedichte fiir das erste Kindesaltcr 
zum Gebrauch im Hause, fur den K.nder- 
garten u. die Kleinkinderschule. M. Vor- 
wort V. H. Posche. cart. 0.85 

— — Erzahlungen fiir Kinder von 2 — /Jahren 
zum Gebr.iuch im Hause, im Kindergarten 
u. in der Kleinkinderschule. M. Vorwort 
v. E, Pappenheim. M. 6 lith. u. ilium. 
Zeichn. v. G. Bartsch. cart, i 00 

Fr. Seidel. Katechismus der praktischen 
Kind;rgartnerei. M. 33 in den Text gedr. 
Abjild. 0.40 

R. O. Seydler. Die Mittel der Kindergarten- 
Erziehiing. Zweck, Bedeutung u. Anwen- 
dun^ derselben. 0.25 

Das Wesen des Kindergartens. Vortr g. 

0.25 



G. Steinacker. Bilder, Studien u. Kliinge 
aus dem Bereiche des Elteriihauses u. Kin- 
dergartens, der Leiiranstalt u. Volksschule; 
nach Frdr. Frobel'scnea Grundsatzen. 16. 

1.20 

L. Stiebritz. Allerlei Heimlichkeiten aus der 
Kinderstube. Bilder aus den ersten Leoens- 
jahren. j6. j.oo 

Xante Hedwig's Geschichten fiir klcine Kin- 
der. En Buch fur erzahlende Mutter, Rin- 
dergartnerinnen u. kleine Leser. Mit 6 
biinten Bilaern v. L. Thalheim. geb. 1.20 

Xante Louisen's Marchengarten. Em Biich- 
lein fiir Mutter u. Rindergartnerinnen, arti- 
gen Kindern v. 4 — /Jaliren daraiis vorzu- 
Icsen u. zu erzalilen. Si. e. Vorwort von L. 
Morgenstern u. lith. u. color. Bildern. cart. 

0.9s 

H. E Wagner. Zeichenblattchen zur Selbst- 
beschaftigiing fiir Kinder. 1. — 6. Heft. qii. 4. 

a o 25 

L. Wehrenpfennig-Hertlein. Kommt, lasst 
uns den Rindern leben. Skizzcn uber weib- 
liche Erzichung u. Friedr. Frbbel's Erzie- 
hungs-Idee. 0.85 

J. Wellauer. Ueber Kleinkindererziehung. 
Mit besonderer Beriicksichtigung auf die 
Frobelschen Kindergarten u. ihre Anwen- 
dung im St. Gallischen Waisenhause. Eine 
Conferenzarbeit. 0.30 

Frz. Wiedemann. Der Lehrer der Kleinen. 
En pr.ikt sclier Ratiigeber fiir junge E!e- 
mcnt.irlehrer. Ueberhaupt .aber ein Buch 
fiir Alle, welche sich fur die Erziehung der 
Kleinen interessiren. i.oo 

Gr. Wiedemann. Kindergarten ein Bediirf- 
niss der Gegenwart. 0.20 

A. Winkel. D;is Liedeibuch der Mutter. 
Kinderlieder zum Gebrauch im Hause, im 
Kinderg.irten u. in der Kleinkinderschule. 
Gesammelt u. m. leichter Klavierbegleitung 
versohen. 0.65 

Wiebe's 'Paradise of Childhood, a complete 
practxal guide to Kinder Gartners. With 
about 80 large double column pages of Letter- 
Press and 74 fullpage Lithographed Plates. 

300 

Woman's educational mission ; or Frobel's 
system explained. 1.80 



fir? KiuJ^igavf^u. 



A Manual for the Introduction of Froebel's System of Primary 
Education into Public Scliools; 

and for the use of Mothers and Private Teachers. 

By 

Dr. ADOLF DOUAI. 

With Songs set to Music, and with IG lithographed Plates. 
Cloth $1.00. 



6. ^Itigtr in ^tb ^orK. 



Kindergarten Gifts j Mm uml iJcstfiafligungsmittef 
(Occupation Material). I fur ^cu iliuJcrgnrtcu. 



AMERICAN MANUFACTURE : 

First Gift. — For the youngest children, consists of six rubber balls, painted in various colors. 
Aim to teach color, right and left, and to develop the eye. movements of hands, arms, and feet 
m the var.ous pl.-iys. The balls may be covered by crocheting worsted over them, the colors to 
correspond with the balis as painted. Per set, $1.50. 

Second Gift —Sphere, cube, and cylinder, made of wood. Aim to teach form, to notice 
similarity and diss.milarity of objects; sides, corners, and edges of cube explained and counted; 
qualities and actions of sphere, cube, and cylinder different, owing to their difference in shape. 
Sphere viewed from all sides looks alike; but cube and cylinder present different forms, according 
to the manner in which we look at them, &c., &c. 

The forms are neatly made by machines for the purpose, and provided with the necessary 
staples and holes for suspending in the air. Per box, 75 cents. 

Third Gift. — Large cube, consisting of eight small cubes. Put up in a neat wood box with 
sliding cover. Per box, 37 cents. 

Fourth Gift. — Large cube, consisting of eight oblong blocks. In wood box with sliding 
cover. Per box, 37 cents. 

Fifth Gift. — Large cube, consisting of twenty-one whole, six half and twelve quarter cubes. 
In wooden box, slide cover. Per box, $1.12. 

Sixth Gift. — Large cube, consisting of eighteen whole, and three lengthwise, and six 
breadthwise, divided oblong blocks. In wooden box, slide cover. Per box, $1.12. 

These four gifts serve as building blocks, and for this purpose — one of the most perfect, 
interesting, and developing features of the Kindergarten — t lere is an endless variety of plans 
to be carried out, one surpassing the other in interest and beauty. 

Lithographed plates in Wiebe's "Paradise of Childhood, a Guide to Kindergartners," contain 
Bami-les of all series of forms of life, beauty and knowledge, to be built by these blocks, as well as 
numerous illustrations of all other gifts. 

Seventh Gift; — Quadrangular and triangular tablets of colored paper board — five different 
kinds — for laying figures. Each kind in a box, and the five small boxes enclosed in a larger one. 
Per large box, $1.25. * 

The above tablets manufactured of wood. Per full set, $2.80. 

In the occupation with these tablets, as also in that with the material of the previous fair 
gifts, the law of oppojites, and their mediation and combination, is constantly followed. In the 
six previous gifts, the child had to do with solids; by the introduction of the tablets, the planes 
are introduced, which are followed by the introduction of the embodied straight line in the 
eighth gift, and the curved line in the ninth gift. 

Fighth Gift. — Consists of wooden staffs or wands for laying figures. As offered, these staffs 
are about 24 inches long, and 30 make a set. In use. they are cut to different lengths by the 
teacher or pupdsas occasion requires. Per package, 40 cents. 

Ninth Gift. — Consists of whole and half wire rings, also for laying figures. In box. Per box, 
87 cents. 

The whole rings are soldered to hold them in perfect shape, and the wire is heavy enough 
60 that the half rings are not easily bent. 

The staffs and rings are used as preparatory to the drawing occupations. The former are 
also employed, as are most of the previous gifts, for the purpose of teaching numerical proportions. 
That which is usually called the multiplication table is taught by means of these gifts, by actual 
observation. Instruction in reading, according to the phonetic method, as well as imitation of 
all letters of the alphabet, together with Roman and Arabic numerals, are taught in connection 
therewith preparatory to instruction in writing. 

Tenth Gift. — This gift relates to drawing and the only material that it is necessary for us to 
offer is paper ruled in two styles for the purpose. Put up in packages of 25 sheets in each 



®. Sttlger iit ^cto gorL 



package, ruled in squares on one side. One package of each kind, 50 cents. The method by 
which drawing is introduced is the most systematic a:id perfect ever invented. It is exceed- 
ingly interesting to observe how even the youngest pupils will be led by it to perfection in a 
very short time. 

Eleventh Gift.— Material for perforating. The articles required for this gift are paper and 
a perforating needle. The paper is the same as that used in the tenth gft. The needle is a 
small h.indle with a perforating po nt inserted in one end. Needles each, 12 cents. 

Twelfth Gift.— Material for embroidering. The embroidering is done with needles and 
colored silks and worsted, on paper. The needles can be procured at the places where such 
Articles are usually sold. At the commencement the same paper is used as in the tenth and 
eleventh gifts. When more advanced, paper \Vith lithographed designs is used. The last sheets 
are the only articles we offer in this gift. Put up in an envelope. Per package, 8 cents. 

Starting from a straight line of one-ei ;hth of an inch, the pupils produce, in course of time, the 
most beautiful representations of natural and artificial objects — mute, eloquent tokens of an early 
acquired taste in regard to form and color, and of manual dexterity and skill rarely witnessed in 
children of such tender age. 

Thirteenth Gift. — Cutting of paper, and combining the parts so produced into figures. 

Squares of paper are folded in diflTerent ways, and are cut, according to marks on them, by 
the pupils. The child's propensity to use scissors, and to destroy by doing so, is here guided in 
such ail ingenious manner, that the most astonishing results are produced. 

Forty-five lithogr.iphed squares of white paper, and the same number of pieces ten inches 
square of extra heavy ultramarine paper. Per set, Ji.od. 

rourteenth Gift. — M.nterial for weaving or braiding. 

Strips of colored paper are, by means of a steel needle of peculiar construction, woven into 
a differently colored sheet of paper, which is cut into strips throughout its entire surface, except 
a margin at each end to confine the strips in place. The greatest variety of designs is pro- 
duced, and the inventive power of teacher and pup 1 constantly increases their number. 

The width of strips most useful and used in greatest quantity, is one-eighth of an inch. We 
make the paper in one-quarter inch strips. The one-eighth inch strips will always be sent unless 
the wide style is designated. 

Twelve sheets of the slitted paper, with a suitable number of strips for braiding, and one 
needle, constitute a set of materials. Per set, 50 cents. 

Fifteenth Gift. — Slats for interlacing. Thirty slats ten inches long. Per set, 30 cents. 

Sixteenth Gift. — A set of jointed slats with four, six, eight and sixteen links. Four jointed 
pieces form a set. In a box. Per set, 60 cents. 

Seventeenth Gift. — Paper strips for l.icing. 

Paper strips of various colors, eight or ten inches long and folded lengthwise, are used to 
represent a variety of fanciful forms, by bending and twisting them according to certain rules. 
These strips can be cut by the teacher or pupils, or we will furnish them to order, of any size 
desired, at short notice. 

Eighteenth Gift. — Material for paper folding. 

Square pieces of paper are here used to form variously-shaped objects by folding. The 
vaiiety is endless, and the work prepares the pupil for many a useful similar manual perform- 
ance in practical life. Ordinary white paper is sufficient for this purpose. Packages of one 
ream or 480 sheets, 75 cents. 

Nineteenth Gift — Material for Peas-work. 

Peas are soaked for twelve hours in water, and pieces of wire of various lengths, pointed at 
the ends, are stuck into them, for the purpose of imitating objects of life and the various geo- 
metrical figures. Skeletons are thus produced, which develop the eye for perspective-drawing 
most successfully. 

We have provided a set of one hundred wires, pointed at each end, and of assorted lengths 
of i]4, 2, 2K. 3. 3l'i< and 4 inches. In box. Per bo.v, 20 cents. 

Twentieth Gift. — Material for modeling. 

Rees-wax, clay or other material, worked with a small wooden knife, on a light, smooth 
board, is used for this purpose. We do not, for the present, offer anything for this gift, but 
Will manufacture boxwood modeling-tools to order for teachers, from rude models and sketches. 



€. ^leigtr m |[thj ^orh. 



I.OO 

0.70 
0.20 
0.20 

0.50 

0.50 
0.30 

035 

0.40 

0.45 
0.55 
0.55 

0.70 

0.35 
0.50 
0.50 
0.50 

0.50 
1.20 
0.20 
0.20 

0.15 
0.35 



IMPORTIRTE ARTIKEL: 

Gabe: Der Ballkasten. 

Kugel, Walze, Wiirfel. 
" Iter Baukasten. 
" 2ter " 

5. " 3ler 

6. " 4ter " 
Legespiele, Kasten mit 4 Dreiecken. 

" 9 
" 16 

" " " 3^ 

" 54 
" 56 
Verschrankstabchen. 100 Stiick. 
Stabchenkastcn. 
Kreislegesplel. 
Flechtmappe. 
Ausnahmappe. 
Ausstechmappe. 

Flechtnadeln. ^ Dutzend 

Carrirte Tafeln. 

Bunte Flechtblatter. "^ Dutzend 

Ausstechnadeln. ^ Dutzend 

Ausstechpapier. ^ Buch 

Ausstechiiefte. ^ rjutzend o 70 

Thonbretter. ^ Dutzend 1.20 

Lithographien zur 3ten Gabe. i. Baukasten. 0.35 

" " 4ten " 2. " 033 

" " 5ten " 3. " 0.70 

" " 6ten •' 4. " 0.70 

" zum Kreislegesplel. 0.70 

F. Frobel's Kindergarten. Praktisches Be- 

schaftigungs- Spiel fur Haus und Famiiie. 8 

Abthedungen. In buntem Carton. @ i.oo 

Jede Abtheilung wird einzeln abgegeben, 

und enthalten dieselben : 

1. Das Stabchenlegen. Mit Anleitung und 
1000 farbigen Stiibchen zu i", 2", 3', 4" 
Lange, nebst 8 Tafeln mit lilhographirten 
Vorlagen. i.oo 

2. Die Ausstechschule. Mit Anleitung, Aus- 
stechnadel, Unterlage und 8 Tafeln mit 
lilhographirten Vorlagen. i.oo 

3. Die Ausnaheschule. Mit Anleitung, Stick- 
material und Nadeln, Unterlage und 8 
Tafeln mit lithographirten Vorlagen. i.oo 

4. Die Flechtschule. Mit Anleitg;.. 12 Flecht- 
blattern u. 12 Blatt Flechtstreifen, i stab- 
lemen Flechtnadel und 8 Tafeln mit litho- 
graphirten Vorlagen. i.oo 
Das Verschrankcn. Mit Anleitung, einem 
Biindel (50 Stuck) guter, biegsamer Ver- 
schrankstabchen, und 8 Tafeln mit litho- 
graphirten Vorlagen. i.oo 
Das Netzzeichnen. Mit Anleitung, fF. 
Tafel mit liniirten Quadraten, Tafelstei- 
nen und 8 Tafeln mit lithographirten Vor- 
lagen. I.oo 
Das Korkspiel. Mit Anleitung, 100 Qua- 
drat-Korken und den dazu gehorigen 
Drahten in 4 Grbssen. sowie mit 8 Tafeln 
mit lithographirten Vorl.agen. i.oo 
Das Ringlegespiel. Mit Anleitung, 24 
grossen und kleinen ganzen, u. 48 grossen 
und kleinen halben Kreisen aus starkem, 
fein lackirtein Eisendraht und 8 Tafeln 
mit lithographirten Vorlagen. i.oo 

3 



S. 



6. 



L. Hertlein. Das Flechten. No. 1 BeschSfti- 
gungsmittel fur Kinder von 3 — 6 Jahren. 
Eine Weihnachtsgabe fiir Mutter und Kin- 
der. In Mappe. 4 1.40 

Das Flechten. No. 2. Beschaftigungs- 

Mittel fiir Kinder von 5 — 8 Jahren. In 
Mappe. 4. 1.40 

Das Aus.stechen. Beschaftigiings-Mittel 

fiir Kinder von 3 — 6 Jahren. Eine Weih- 
nachtsgabe fiir Mutter und Kinder. In 
Mappe. 4. 1.00 

Das Stabchenlegen. Ee.schaftigungs-Mit- 

tel fiir Kinder von 3 — 6 Jahren. Eine Weih- 
nachtsgabe fiir Miitter u. Kinder. In Mappe. 
4. 1.00 

P. F. L. Hofihiann. Der Kindergarten in 
der Famiiie, in Spielen und Beschaftigungen, 
mit erlauterndem Text, nach Frobel's Grund- 
satzen dargestellt. Eiste Serie, Heft I — XII. 
Mit Abbildimgen auf 108 Tafeln in Quart. 
In Etui. 2.00 

Inhalt: Heft i, 2, Stabchenlegen, in 2 Ab- 
thedungen. Heft 3, 4, Erbsenarbeiten, in 
2 Abthedungen. Heft 5, Durchstechen 
und Ausiiaheti. Heft 6, 7, Flechten mit 
Papierstre:fchen, in 2 Abtheilungen. Heft 
S — 12, Netzzeichnen, in 5 Abtheiluugen. 

Zweite Serie, Heft XUI— XXIV. 

Mit Abbildiingen auf io3 Taf.ln in Quart. 
In Etui. 2.00 

Inhalt : Heft 13, 14, 15, Modelliren aus 
Carton ; eine Modellirschule in 3 Abthei- 
lungen Heft 16, i-, Verschranken der 
Stabchen, in 2 Abthedungen. Heft 18, 
der gegliederte Stab. Helt 19, Flechten 
aus freier Hand. Heft 20, Flechten von 
Nippsachen. Heft 21, 22, Geometrisches 
Ausschneiden mit der Schere, in 2 Ab- 
thedungen. Heft 23, Tiifelchenlegen, 
erste Abtheilung, Vieecke. He t 24, 
Tafelchenlegen, zweite Abihlg., recht- 
wincklige Drciecke. 

Ferner ist eine Aus^abe mit Material er- 
erschienen : 

Heft I enthalt Stabchenlegen. Erste Abthei- 
lung. 9 Bildertafein mit Text und 1000 
Stabchen. In Etui. 0.40 

" 2. Stabchenlegen. Zweite Abtheilung. 9 
Bildertafein mit I'ext und 1000 Stab- 
chen. In Etui. 0.40 

" 3. Erbsenarbeiten. Erste Abtheilung. 9 
Bildertafein nebst Text. 800 Stabchen 
und 200 Erbsen. In Etui. 0.40 

" 4. Erbsenarbeiten. Zweite Abtheilung. 
9 Bildertafein nebst I'ext. 800 Stab- 
chen u. 200 Erbsen. In Etui. 0.40 

" 5. Durchstechen und Ausniihen. 9 Bil- 
dertafein nebst Text. 9quadrirte Blat- 
ter. Zephirgarn. Farbenscala. Durch- 
stechnadel, Nahnadel, Fliespapier zur 
Unterlage und 12 Blatt Schrcibpapier. 
In Etui. 0.60 

" 6. Flechten mit Papierstrelfchen. Erste 
Abtheilung. 9 Bildertafein nebst Text, 
Flechtnadel, 12 Flechtblatter, 540 
Flechtstreifen. In Etui. o 40. 



®. ^kiQtx ux IHtfa ^orh. 



He.'t 7. Flechten mit Papierstreifchen. Zweite 
Abtheilung. 9 Bildertafelii nebst Text, 
Flechtnadel, 12 Flechtblatter, 540 
Flechtstreifen. In Etui. 0.40 

" 8 — 12. Neizzeichnen. 5 Abtheilungen. 45 

Uildertafeln nebst Text. 50 quadrirte 

BU^tter. Schiefertafel mit Netz, (jriffel 

und Schwamm, Bleistift. In Etui. 

1.20 

" 13 — 15. Modelliren aus Carton. Eine 
Rlodellirschiile in 3 Abtheilim<;en, mit 
eriauterndem Texte. 27 Tafcln Mo- 
delle auf Carton gedriickt, 27 Tafeln 
Vorlagen. Messer. Scheere. Lineal. 
Schneidebrett. 2irkel. Winkelmass. 
Eine Flasche mit Gummi und Pinsel. 
In Etui. 3.00 

" 16. Verschranken derStabchen. Erste Ab- 
theilung. 9 Bildertafeln nebst Text. 
50 Stabchen, loZoll lang, }i ZoU breit. 
In Etui. 1. 00 

" 17. Verschranken der Stabchen. Zweite 
Abtheilung. 9 Bildertafeln nebst Text. 
50 Stabchen 10 ZoU lang, J-g ZoU breit. 
In Etui. 1. 00 

" 18. Der gegliederte Stab. 9 Bildertafeln 
nebst Text. Der gegliederte Stab. In 
Etui. 0.80 

■' 19. Flechten aus freier Hand. 9 Bilder- 
tafeln nebst Text und 24 Blatt Flecht- 
streifen. In Etui. 0.40 

" 20. Flechten von Nippsachen. 9 Bilder- 
tafeln auf Carton nebst Text, und 9 Ta- 
feln auf Carton, Pfriem, 500 Stabchen 
und Flechtstreifen. In Etui. 1.00 

" 21. Geometrisches Ausschneiden mit der 
Scheere. Erste Abtheilung. 9 Bilder- 
tafeln nebst Text. Scheere. Messer. 
48 Blatt Papier. 60 farbige Geviert- 
blattchen. In Etui. 1.20 

" 22. Geometrisches Ausschneiden mit der 
Scheere. Zweite Abtheilung. 9 Bil- 
dertafeln nebst lext. Scheere. Messer. 
48 Blatt Papier. 36 farbige Sechseck- 
blattchen. In Etui. 1.20 

" 23. Tafelchenlegeil. Erste Abtheilung. D.is 
Legen mit Gevierten. 9 Bildertafeln 
nebst Text. 50 Gevierttafelchen. In 
Etui. 0.80 i 

" 24. Tafelchenlegen. Zweite Abtheilung. 
Das Legen mit Gedritten. 9 Bilder- | 
tafeln nebst Text. 50 Gedritttafelchen. j 
In Etui. 0.80 

T. Naveau. Ausstechmappe fiir fleissige Kin- | 
der 3 Hefte. 0.40 1 

Flechtmappe fiir fleissige Kinder. 3 Hefte. | 

@ 0.40 

' Nahmappe fiir fleissige Kinder. 3 Hefte. 

@ 0.40 

— — Das Legen mit Geviertt.ifeln. Ein Spiel 
fiir Kinder von 5 — 7 Jahren. In Holzkast- 
chen. 1.00 

Das Legen mit rechtwinckligen Drei- 

ecken. Ein Spiel fur Kinder von 5 — 7 Jah- 
ren. In Holzkastchen. i.oo 

Das Stabchenlegen fiir fleissige Kinder. 

In Holzkastchen. 0.65 



F. Schneyer. Beschaftigungstafeln fiir Kinder 

von 6 — 9 Jahren. 0.40 

Fr. Seidel u. F. Schmidt. Arbeitsschule. gr. 4. 

Heft: Das Netzzeichnen, 1. Abtheilung, fur 

Kinder von 5 — 8 Jahren. '^>.75 

(Das Netzbuch hierzu 0.20) 

" Das Flechten, fur Kinder von 3 — 14 

Jahren. 075 

" D.IS Pappen (Modelliren), fiir Kinder 

von 5 — i4j.ihren. 0.75 

" D.is Ausstcchen, fiir Kinder v. 5 — 10 

Jahren. 0.95 

5. " Das Stabchenlegen, fiir Kinder von 

3 — 3 Jahren. 060 

6. " Die Erbsenarbeiten, fiir Kinder voa 
4 — -lo Jahren. 0.60 

' Das Netzzeichnen, 2 Abtheilungen, 
fiir Kinder von 7 — -12 Jahren. 0.60 
(Das Netzbuch hierzu 0.20) 
' Das Thonmodelliren, fiir Kinder von 
4 — 14 Jahren. 0.60 

' Das Verschranken, fiir Kinder von 
5 — 12 Jahren. 0.60 

" Das .Ausschneiden, fiir Kinder von 
S — 12 Jahren. 0.75 

' Das Nahr.n, unter Mitwirkung von 
M. Schellhorn herausgegeben. 1. Ab- 
theilung, fur Kinder von 4 — 5 Jahren. 
0.80 
j2. " 2. Abtheilung, fiir Kinder von 5 — 8 
Jahren. 0.80 

(Flechtmaterial-Mappe zur Arbeitsschule ent- 
halt 2 Flechtn.adeln, 72 farbige Flechtblatter 
und Flechtstreifen. 0.65) 
Fr. SeideL Figuren-Ralhsel-Splele fiir Kin- 
der. I. Gabe, 12 Tafeln mit 119 Figuren 
und 4 Holztafelchen in Futteral. 0.75 

H. Stein. Das zeichnende Kind. Ein prakti- 
sches Lehrmittel zur Selbstbeschaftigung und 
Uebung im Zeichnen. Em Festgeschenk fiir 
Kinder von 4 — 10 Jahren. Nach der stigmo- 
gralischen Methode systematisch zusammen- 
gestellt. In eleg. Mappe. 4. 2.00 

JI. E. Wagner. Zetclienblattchen zur Selbst- 
beschaftigung fiir Kinder. 1. — 6. Heft. qu. 4. 

@ 0.25 

K. Winternitz. Lesespiel fiir kleine Kinder 

von 4 — 6 Jahren, wodurch dieselben ohne ei- 

gentlichen Unterricht in entsprechend kurzer 

Zeit lesin lernen. geb. 1.05 

Rechnenspiel fiir kleine Kinder von 5 — 7 

Jahren. durch welches dieselbeu ohne eigent- 
lichen Unterricht in entsprechend kurzer Zeit 
mittelst der ersten 4 Rechnuncsarten leicht 
und auf angenehme Weise rechnen lernen. 
Mit 50 Karten und Vorlegetafeln. geb. 1.05 

Schreihspiel fiir kleine Kinder von 5 — 7 

Jahren. durch welches dieselben ohne eigent- 
lichen Unterricht in entsprechend kurzer Zeit 
schreiben u. Geschriebenes lesen lernen. 2.00 

Turnspiel fiir Kinder von 5 — 10 Jahren. 

Mit 36 Figuren- Karten. 105 



Siehe auch unter Kindergarten-Literaiur; 
Doring;, Hertlein, Kohler, Naveau u. Jans- 
sen, Fjsche. 



(S. ^leiger, ^tfaj M.°^^- 



E. Steiger having established a 

Free Bureau for suiting German Teachers 

with positions and supplying Public Institutions and Private Families 
with Teachers of the 

^crman anb ofljcr '§^o5ern cSangiiat^c^, 

Legs to announce that he keeps, for the accommodation of the public, a carefully 
selected list of eminently qualified persons, inclusive of 

Kindergarteners; 

and he invites Teachers looking for engagements to send him their names and 
addresses, with certificates, etc. 

No charge to either party. 

E. STEIGES bestowing special care upon Educational Matters, and above 
all upon 

GEKJfl^lJV SCIIOOL-nOOMLS 

and 

&mh, for Ific StuJij 

OF TUB 

fficrman ant) ottjcr IMobcrn |*anguage0, 

would call attention to the 

Text-Books published by himself, 

which are already very extensively used in Public Schools, and to the comprehen- 
sive Collection of 

IJflPORTED PUBLICJiTIOJrS 

in the same department. 

LISTS SENT FREE OX APPLICATION. 
Also kept on hand an 

Extensive and well Selected Assortment 

OF 

©ermait 3in)ciulfs antr |)icturf''O0ok3 

comprising more than 2000 different kinds. 

CATALOGUES SENT FREE ON APPLICATION, 



6. ^tcign, D^tln |)ork, 



GERMAN IN PUBLIC SCHOOLS. 



The cheapest and clearest, most com- 
prehensive and most thorough'y practical 

TEXT-BOOKS, 

JKS" adopted for use in the Public Schools 
of New York and many other cities : 

AHN, F., German Primer. Edited by 
W. (Jkacekt. Printed in large tyiie, 
and with much German Script. Boards 
$0.35. 

AHN, P., Budiments of the German Lan- 
guage. Exercises i:i Pronouncing, Spel- 
ling and Translating. Witn muca Usr- 
man Script. Boards $o.:ij. 

AHN, P., New, Practical and Easy 
Method of Learning the German Lan- 
guage. SVith I'roiiuiiciatioii by Profes- 
sor J. C. Oeulsc'hlakokr. Revised Edi- 
tion of IsB'J. With many Iteading Ex- 
ercises in German Script. 

First Course (Practical Part), Boards $0.60; 
Second Course (Theoretical Part), Boards $0.40; 
Both Parts bound together, Boards $1.00; do.. 
Cloth, Roan Back $1.25. 

AHN, P., German Handieriting. A Com- 
panion to every Geiniau Grammar and 
Reader. All in German Script. Boards 

$J.40. 

GRAUERT, W., Manual of the Gtrman 
Language. First pait, lloai-ds $0,40; 
Second Part, Boards $ i.40; Both Parts 
bound together, Boards $0.70; do., 
Cloth, Roan Bacic, $0.%'. 

GRAUERT, W., First German Reader. 
With much German Script. Boards 
$0.60. 

GRAUERT, W., Seconl German Header. 
With much German Script. Boards 
$0.60. 

These two eUinentary Readers are intended 
to serve as companions to any German gram- 
mar, preparatory to classic German Readers. 
The reading matter consists of interesting 
pioceS) both descriptive and narrative, and of 



poems, in strictly systematical order ; a copious 
Vocabulary and Explanatory Notes are added 
to assist the student. 

The aVjove books have, upon examination of 
the various text-books, been found to be the best 
adapted for teaching the German language ia 

PUBLIC SCHOOLS, 

and are being used everywhere with remark- 
able success. The chief features for which they 
gain the preference over others, are : — 

1. Their simple and practical method, by 
wliich the time of both teacher and learner iii 
employed to the best advantage. 

2. The fidelity and care with which this 
method has been carried out in such a way as 
to elicit the pupil's interest and stimulate his 
desire of learning;. 

3. Their peculiar adaptability for use in 
Common Schools, wlierc their value is invari- 
ably proved by the rapid progress of the pupils. 

4 The frequent introduction of German 
Script, of the most approved modem style, 
in nearly all of these books. 

5 Their smallncss obviously invites the pup- 
il's speedy progress to the end of his labors, 
wh ch he sees close at hand. 

6. The very moderate prices at which they 
are offered to the public. 

Single copies of any of these books 
sent to teachers, for examination, pre- 
paid by mail, upon receipt of half-price. 

Favorable terras to Schools. 



In Press, to be issued soon : 
AHN, F., Ge}~man Conversations. 
AHN, F., First German Header, vrith. 

much German Scr.pt. 
AHN, F., Second Gei-man Peader, being 
a selection of German Plays for Chil- 
dren. With Notes. 



6. ^tfigcr, ^cfco ^ork. 



DICTION" ARIES. 



FOR SCHOOLS. 

ELWELL, Wm. Odell, New and Com- 
plete Dictionary of the English and 
German Languages. Renioilelled and 
greatly Iminoved. With tlie Pronuncia- 
tion according to the Method of J. E. 
Worcester. 2 Parts in 1 vol. 12mo. 
pp. 880. irith Edit. Cloth, $1.50. Half 
morocco, $2.75. 

This Dictionary is equally well adapted 
for the use of the German and of the English 
scholar, the accent being correctly given for 
every word in both the English-German and 
the German-English Parts. No other Dic- 
tionary of Its size and price is so well suited 
for School-;. 

4®~ EhveWs Dictionary has been adopted 
by tlie Board of Education of New York City 
for use in t e Public Schools. 

FLUEf^EL, F., Practical Dictionary of 
the English and German Languages. 
2 vols. 8v(). New Edition. Half mor- 
occo. Both Parts, $-1.75. English-Ger- 
man Part. Half morocco. (Separate), 
$4.00. German-English Part. Half mor- 
occo. (Separate), $5.50. 
j8®° The German-English Part is most com- 
plete. 

KOEHLER, Friedr , j4 Dictionary of the 
Gei-man and English Languages. 2 
vols, bound in 1. 8vo. Half inorocco, 

$3.75. 



LARGER DICTIONARIES 

for literary and scientific Students. 

HILPERT, J. L., Dictionary of the Eng- 
lish-German and Go-man- English 
Languages. With Pronunciation of the 
English. 2 vols. 4to. Half morocco, 
$16.75. 

LUCAS, N. 1., A Complete English-Oer 
man and German- English Dictionary. 
Adapted to the present state of Liteia- 
ture. Science, Commerce, &c. 4 vols. 
Large 8vo. Boards, $25.' 0. In 2 vols. 
Half morocco, $30.00. 
;8®°" This is the best Dictionary of its kind 

at present in the market. It is, therefore, being 

everywhere purchased as a Book of Reference 

for Libr.iries. 



SMALLER DICTIONARIES 
for general use. 

KOEHLER'S and WITTER'S Neio Ger- 
man - Enyli^h and Englii^h - German 
Dictionary. 2 vols, bound in 1. 16ino. 
Half morocco. Both Parts, •with Pro- 
nunciation of the German, $1.75. Both 
Parts, with Pronunciation of the Eng- 
lish, $1.75. 

OEHLSCHL^GER, J. C, German-Eng- 
lish and English- Ge^'man Dictionary. 
With Pronunciation of the German. 2 
vols, bound in 1. ICnio. Half roan, $1.50. 
The same with Pronunciation of the 
f:nglish,$1.5l'. 

TAFEL. Dk. 1. F. and L. H., New and 
Complete Engli!<h- German and Ger 
man- English Pocket Dictionary. With 
Pronunciation of botli Language.*. En- 
riched with Technical Terms of Arts 
and Sciences. 2 vols, bound in 1. IGii'o. 
$1.50. 

THIEM E, F. W., A Nnn and Critical Die- 
tionary of the English and German 
Languages. 2 vols, bound in 1. Large 
8vo. \\ ith Pronunciation of the Ger- 
man. Half morocco, $5.25. 



%\\ 6fVma» (like Webster's &c.) 
HOFFM.\NN, P. F, L., Neuestes Wcrter- 

huch der Deutschi'n Spraclie, Cloth, 

Si'.dO. 
HOFFMANN, P. F.L.,Pmc&c/i<?.^Srmm- 

matikuliscties Worterbucli der Deut- 

schen Spjraclic. Cloth, $1.20. 
HOFFMANN. W., VolKdndiges W(:rter- 

huch der Deutachen Hpraclte. C vols. 

8vo. Half morocco, $:iO.(M). 
KALTSCHMIDT, J. H., Vollstandige.i 

stamm- und sirinveraiandisch,afUiclies 

Gesummt- Wertei-buch der Dculsche-n 

Sjwache. In-lto. Half morocco, $6. JO. 



I 



6fnnau, tf'ujjU.sih and JvcncU 
tcigetlut:. 

A COMPLETE DICTIONARY, Englisl. 
German, and French, lor the use o< 
the three Nations. Ninth Editioi, 3 
Parts in 1 vol. Half inorocco, $4.50. 
To facilitate the use of this Dictionary, all 

the German words are prmted in italics. 

E. Steiger. 



(5. ^ttiger, ^efa gork. 



German Readers. 



CLASSICAL & MODERN PIECES. 
With English Notes. 

In Paper Centers. 

H. O. Andersen. Bilderbuch ohne Bilder. 
Eisjungfrau 

F. W. Carove. Mahichen ohne Ende... 

Fr. de la Motte Fouque. Undine. With 
Vocabulary 0.50 

C. A Groerner. Englisch 

J. W. Goethe. Faust. Erster Theil 0.75 

Hermann iind Dorothea o 40 

Iphlgenie auf Taiiris 0.40 

Eginont 050 

Tlieo. Koerner. Zriny. 0.60 

Gr. E. Lessing. Emilia Galotti 0.40 

.Minna von fc'arnhelm 050 

Louise Ploennies. Prinzessin Use 

Gr. zu Putlitz. Das Herz vergessen . . . 

Badekuren o 50 

Vergissmeinnicht 0.40 

F. Schiller Tell 

Wallensteins Lager o. 50 

Die Piccolomini 0.50 

Wallensteins Tod 

VoUstandig. Cloth 

Maria Stuart 

[ungfrau von Orleans 

Theo. Storm. Immensee 

Ludw. Tieck. Die Elfen. — Das Roth- 

k.'ippchf n 

A. Wiihelmi. Kiner muss heiratheu. — 

Bod. Benedix Eigeusinn 

In Boards. 

E. Banernfeld. I'ie Belcenntnisse 0.40 

Rod. Benedix. Doctor Wespc o 

Das Lugen o 

Ein Lustspiel o 

Mathilde 

G. Freytag. Die Journ.ihsten o. 

K. Gutzkow. Das UrbilJ des Tartuffe.. 0.40 

Zopf und Schwert o 40 

H. Hersch. D e Anna-Lise 0.40 

G. E. Lessing. Minna von liarn.ielm. . . 0.40 
C. Topfor. Die Gebriider Foster 0.40 

MODERN PIECES. 

Without Notes. 

In Paper Covers. 

A. Buerklin. Toni und Madlein 0.45 

J Eiohendorff. Taugenichts 0.75 

Fr. Gerstaecker. Der Flatbootmann.. . 0.40 

Das Loch in der Hose 0.2; 

Herm. Grimm. Das Kind. — Der Land- 

schaftsmaier 0.35 

Venus von Milo. — Raphael und MiCiiel 

Angelo 0.75 

Mor Hartmann. Die Ausgestossenen. — 
Rostet nicht. — Deutsch, Franzosisch 

und Englisch ©.3 j 

Der goldena Scalu.ssel. — Die Uriider 
Matthieu 035 



Paul Heyse. Anfang und Ende 0.40 

Die Einsamen 0.40 

La Rabbiata. — Das Madchen v. Treppi. 

— Die Blinden 0.25 

Melch. Meyr. Zwei Frcier. — T. Storm. 

Auf der Universitat 0.30 

M. Nathusius. Tagebuch eines armcn 

Frauleins °-75 

G. zu Putlitz, Was sich der Wald erzahlt 0.50 
J. D. H. Temme. W«r da steht, der sche 

wohl zu, auf dass .-T nicht falle. — Die 

Miihle am schwarzen Moor 0.35 

Vierundzviranzig Stunden auf dem Stuf- 

fenberge. — Der Assessor im Wand- 

.schrank. — Danzig ist liber 0.25 

E. Willkomm. Die verfeindeten Nach- 

barn. — Der verhangnissvolle Schmuck 0.35 

FOR CHILDREN. 

In Boards, each $0.25. 
Richard Baron. Der Schulmeister in Tannen- 
rode. 
Was der Mcnschsiiet, das wird er auchemten. 
Geschichte eines jungen Malers. 
Martin Claudius. Das Hauschen am See, oder: 
Wo die Noth an\ grossten, 1st Gottes Hiilf* 
am nachstL-n. 
Thekla v. Gumpert. Der Heckpfennig. — 

Drei Katharinen. — A;is der Gegenwart. 
Fr. Hoffmann. Deutsche Volk.smarchen. 
Sagen von Riibezahl. 
Deutsche Sagen. 
W. O. V. Horn. Jolnn-i Jakob Astor. 
Benjamin Frankhn. 
James Watt. 
George Stephenson. 

Von dem Neffen, der seinen Onkel sucht. 
D.as Pathengeschenk. 

Di-.s Biichlein vom Feldmarschall Bliicher. 
Prinz Eugenius, der edle Ritter. 
Der Brand von Moskau. 
Der Lohn ciner guten That. 
Wie Einer ein Widlfischfanger wurde, und 
was er dabei crfuhr und erlebte. 
Louise Memmler. Bunte Blatter. , 
Gustav Nieritz. Der blinde Knabe. 
Die Schwanenjungfrau. 
Der Strohhalm und der Schatz. 
Der Findling, oder: Die Schule des Lebens. 
Betty und Toms, oder : Doctor Jenner und 

seine Entdeckung. 
Der junge Trommelschlager. 
Die Wunderpfeifc, oder ; Die Kinder von 
Hameln. 
Louise Nugel. Das Vaterunser in Erziihluii- 

gen und Gedichten. 
Cbri.stoph v. Schmid. Die Ostereier. 

Wie Heinrich von Eichenlels zur Erkennt- 

niss Gottes kam. 
Der Weihnachtsabend. 
Ottilie Wildermuth. Barbele's Weihnachten. 
— Briiderchen und Schwe.sterchen. 



E. Steiger. 



(E. Bteifltr iit ^tbs ^orL 



Itntcrvirfjt iu (»d)ulc uub .§ttu§. 



©r.incrr, 28., 3""^''<^^ 
@cb 



5lnfi^auunfl8untcrn^t. 

SBirfi', ^.. i£ct6?5cr;n cclcrivte Sitbcvtafctn 

fiir ben 9lnf(^aiiung^-Untecii(^t S2.50 

Slufaejogcn auf 8 Jafctn $4.75 

ficfcn. 

!5'piiiii, 91., 53ilbcifibcl uub GrftCiS bcutf*c9 
Sofcbud;. ©cbuubeu SO. 30 

beutfc^e3 Jefelnii^. 
$0.05 

Dvitte^ bcutf(^cct Ocfebuc^. ®cb -O.TS 

i>icrtc^ bcutf(^ca Sefcbuc^. (3ii !Bcibc= 

vcituug.) 

ii^.y■^^tc'•, ^., Grficji fcfe'nt*, cbcr: Ottuftvir^ 
US fcfcC>ud;lcin fur *.?lnfani-,ci-. Giit fiAtvcr 
ilBea, iiiubcr in ircnij ai>crt)en beutft^ Ic)cn 
unb fi^rciben jii kbvcn. @cb $0.18 

3>Peite§ Vefe-- unb Scbvbuc^ fiir gct^cbcnc 

Glcmcntat<filaffcn. @cb $0.30 

He-'denfeld, Th. E.. The Phonic Speller. 
@eb J0.30 

First ReaJer. @eO $0.40 

CVrffiff, .6.. Pcfcfit'cl, cber: Gvftcr llnteiTicbt 
im tefcn, l^cvbuiitcu mit 2)ciit= unb '3viad)» 
iil'ungon. @eb iO.liO 

2)a^ crfte tefc- un> f cbvbuc^ fiir beulfdK 

St^ulcn, cbcv : Giftc Uebuugcu im I'cfen, 
<2(^vcibcn unb i^c'^t"'"' . iv'rbunbcn mit 
ZtnU unb ts».>vadjiiyunijcn. @cb $0.30 

^^''citf^ Scfe= unb fet^rbuc^ fiir boutfdjc 

<cc6u(en in ben SSer. Staatcn uon 9lmevit.i. 
(hkb SO.oO 

S^cittcg tefc^ unb S'c^vbue^. &d\ fO.TO 

a^ertc^ ?efc» unb Sc(;vbu(^. ©c6. JO. 70 

Jiiinftegecfe^ unb Sel;rbuc6. @eb. $005 

GrfteS iBud; fiir <£(^ulc unb $a«i^ 

1870. @eb iO 25 

3""^''f^ S3u(^ fiir ©(^ute uub $aud. 

- jAfpljafitltcoii. (f- ^lofpcct.; 

S(|retbcn. 

Sfi'chiKr, 26., (Si)flematif(^e ©(^itt«25erfArif= 
ten. 6 $cfte. ^i X)u(jeub $1.80 

?tcfFi'(f, ^., Stttgemeine bcutft^c SPorfc^riften 
fiir ben Unterrid;t ini ©d;bnjd)iciben. Wic 
t^cbijd) georbnct. 1. .^left. 72 SJcrfe^viftcn 
iuqu. 8 $0.25 

35af|clbc. 2. .^icft. 72 5Porf(^riften in 

qu. 8 J0.25 



^.^^^ffr, 3., Tie (Slementc bc9 3ci(^"cnS. 
Ginc fljftcmatifc^ gccrbncte ©ammlung I'on 
ajorlagen auf 32 ©citen, qu. 8 $0.23 

JRci^ncn. 

iT'calm^f, 301'., Slufgabcn unb Jtnlcitung 
f(^riftlid)cn Stedjncn !ir'eutfcti unb cnglife^. 
i^iir beutf(^e ©djulen in ben S8er. ©taaten. 
On 3 21)cilen, gv. 8. @eb. ooflftaubig 
?1.80; obcr apart: l.Jbcil, $0 80 2. Il'eil, 
$1.00. 3. X^eil, — nur fur Sef;ra— gratia. 

OTfffoft, -0., Tk crftcn ?tnfangc im 3Jcc^nen 
nad) ber ?(nfd^auung«met(;obc. ©cb. i0.20 

Sur^gcfafitcS fel^rbnd; bcS 9fcdmcn8, al9 

?ln>Deifung ijum <S)cbraud^e meinci? 9{cd;ncn» 
tnitftc^, fowic aui^ juin Scibftuutevric^t. 
@cb $0.40 

9ic(^ncntiu^ fiir bcntfdie ©*ulen unb 

jum lUiuatacbraucb. CSrftci^ Jpcft. @eb. 

$0.30 

2)affclbc. SrociteS ^cft. ®cb...$0.45 

Taffelbc. SDritteS ^cft. ®cb...$0.55 

Slntnjcrtcn'^cft ju bom JKec^ncnbudie- 

@cb fO.36 

©yem^Jclbut^ fiir bag ilotfret^ncn. (5r» 

ftc^ipeft- ®^^ *0-36 

^ 2)affe(be. BircitcS .f-cft. ©cb... $0.45 

?rnt>r'ortcn ju teni eycmpcrbu(^c fiti" ba# 

^cpfrec^ncn. ^^cb $0.45 

The Earliest Lessons in Arithmetic, 

alter the Method of Object-Teaching. 
@cb $0.20 

The First Book of Arithmetic. @eb. 

$0.30 
— — Key to riame. 

ARITHMETICAL AID. 

FRACTIONAL FRAME. 

CALCULATING MACHINE. 

(f. ^IJtefvcct.) 

Stnoen. 

^>arbtcr, 3., .fflcinc^ fut^crif*c« ©(^ul.®e= 
fangbiicfitcin. I'ieber uub i'ieberCerfe' au« 
bem ®efangbuc^ ber Guangel.^ut^trifdjcn 
^irt^e in bcu 4<er. ©taaten. (,,'3)a3 blou= 
golbene ffludj" ) 16. ©e^r elegant unb 
j'.oecfmaBifl get $0 18 



€. Bin^tx hx ^tfa ^ork. 



llntcrrit^t in Si^ulc unb gauS. 



©ingcn. 

OTeffoff, •?., ^tcine tfjeorctifc^^prattif^e ©c= 
fangle^re fiir beutf(f)e @(^iileu, mit eiit* unb 
iwciftimmigen Sietevn. &ib $0 30 

2)cittf(^sengtif(t)e8 Jicbevtnt^ fiir beutfdje 

©rf)ulen. IT)! cins, 5>Bci= unb brciftimmige 
Sieber $0.60 

3rtl)ii'd S5i6lifd^c ^iftorien, nae^ bcm ilii-(^en= 
ja^re geovbnet. @eb $0.60 

Acclamation. 

SiaUn, <?. 5T-., ©cutfc^e ©cbidjte jttr Silbung 
beg GkifteS unb ^cv',eu3 unb jut Iteb^ng im 
miinbli(^eu iyovtrage. ®c& i"0.50 

@cograt)Otc. 

iI)C9l)ude, 3v @eogra)3^ic fiir ©c^ulcn. ©e6. 

$0.80 
5lnifbor fif 3fJ(oib, S?oII«=Srtta3 iiber atte 

S^eile fccr Grbc, fiir ©c^ute unb !r<a\i^. 

24 Garten in garSenbruJ. ®clj iO.'JO 

@cfl^t(^tC. 

©raiicrt, 9B., Scitfaben bet 2BcItgef(^t{^te. 
@eb $0.70 

Acutf^. 

5-cI>itcr, C=^., ^leine bcutft^e <?V'^a(I;ter;rc, 
aU §anbbu^ fiir Sdjiiler bcutfc^--amcrifa= 
niftier @(^ulcn. ®eb f 30 

SCBnvft, ?r. 5., itlcine ^)valtifrf;c ©pradjbcnt= 
le^re, fiir beutf(^=ametitanif(l)e Sd;u(en bear= 
teitet »on 2)irecter Ool^n StraubcnmiiUet. 
@eb $0.50 

.^■•offiiinit't, v. W, I'., 9?cucftc3 SBiJrterbut^ 
ber S)eulf(^cn ©prac^e. @cb $2.00 

^rattifd)c8 grammatifalifc^cS iBlnterbut^ 

bcr ajeutfd^en ©prad;c. @eb $1 20 

fi.'rf"iiimi>t, 3. •>>., SJoafianbigcS ftamnt' 
unb finnuctWanbtf(^aitlidjc« ©efammt^iffibr^ 
tetbu(^ bet 2)entfd>en ©fvne^t. On 4to. 
eteflant gebunbcn in ^alb Diorocco — ;5.00 

gfranjoRfi^. 

V(66, P., GIementarbu(^ bet ^'^anVofif'^cn 
©ptat^je. 9fa(^ ©eibenftiicfet'^ Wet[;obe. 
&eb 50C0 



33<i«f<rt»inc'ii firactift^ieS ?er;rbu^ bcr Gngli* 
fc^en ©ptac^e. ©dnjlie^ umgearbeitet unb 
fiir ben ®ebrau^ in Slmetifa eingcric^tet t»cn 

©uftao gif(^er. @eb "^ i0.90 

©ebuuben in ^alb Sloan 1.00 

©rniicvf, 2B., fe^rgnng bet Gn9tif(^cn 
©prac^c. erftct 2l;cil. ©eb... :0.40 

SrceiterirjeiL ®eb ■ $0.40 

SBeibc 2t)cilc jufammengeb $0.70 

(?lw rr, <IBii. 0J<'! 9^euc« »oaftanbige9 
2Bi5rterbu(^ ber Gngtift^en unb 2;eutf(^cn 
©pta(^c, umgearbeitet unb wiclfad) ccrbeffert. 
9J2it Scjeic^nung ber SluSfpradje nad) 3. @. 
2Borcefter. 2 J(;eile in 1 9?b. geb. 12mo. 
15te ©tcrectopsaucigabc. I'eimBb., $2.50, 
Ifalb 2)Jorocco, $2.75. 

Acutfi^, ^ranjorifd) unti @nglifi|. 

•^aiibropiffrbiirt) ber 2)eutfd)en, 5-ranj'dfif(^en 
unb ©nglift^en ©prac^c. 3 If^eile in 1 Sanbe. 
®eb. inl^alb SJcrocco 4.50 

<S|>anif(f). 

•^ lilt, v., Glementarbut^ ber ©pcuifc^en 
©pra(^c. (3n syovbcrcilung.) 

SRcalfcnntntffe — IRoturBcf^ttfttf. 

©rcniine, 5., ©t)ftematif(^ct 9lt(aa ber 9la« 
turgcfi^ic^te. 36 lafcln Slbbitbuugen unb 
Scft. 4. ®eb S4.50 

?(Jlii-n»i, !Waturgef(^i<^tc fiir bie Oagcnb bei* 
be lei ©efdjlecbtg. mit 300 col. Sbbilbungen 
unb 20 .^oljfdjnitten. @cb i2.25 

3d)6^l<-r, w., XaS S3u(^ ber 9Jatur, bie fe'^re 
ber ^l;pfif, ?lftronoinic, Sbcmie, Wincralogie, 
©cotogie, *l>bijfiologie, Sotanit unb 3''0le« 
gie unifaffcub. iUit 97G jpoljfc^nitten. 
2 aScinbc $3.25 

3<p(fhnfbt, 3. ?l., jDie ©^uTe ber Gl^emie. 
a)Iit 210 .^olifdmiltcn :2.75 

wtiiiffle, if., $anbbuc^ ber S'Jaturgefc^i^itc 
bcr btci Sleic^e. giir bie Ougenb. 9JJit 
32 Saf. col. 2lbbilbungcn. @eb $5 50 



?tlle anberen ©t^ulbiit^er. ameriTanif(^e unb 
impottirte, in alien ©prai^cn, foroie and) 

werten fc^ne!I unb ju biQigcn ipi»ifen feeforgt. 



(&. Stciger, ^£b fork. 



PLpffpIfs ^burafional SSparahsFS* 



REFFELT'S ALPHABETICON, 

For Teaching 

SPELLING, READING, 

THE USE OF 

Vowels, Consonants, Diplitliongs, Capitals, 
Figures, Connection of Syllables, etc. 



Pateiited Jauiiary 2d, 1866. 




<B. Slfiger, ^tb fork. 



Reffelt's Arithmetical Aid, 



Patented March ^d, 1S63. 




For Teaching 

JVwmeration and JYotation, 
•Addition, 

Subtraction, 

Jfluttiplication, 

Division, 
Vt^eights, JfFeasurcs and Currency^ 
•Ittental •Irithmetic, 

Fractions, etc. 



(E. ^Itixjcr, ^cto ||orh. 







F Z 



S 



Jy O l>9 lO &0 -5 IMf 



i'i<iiiiiiiiii|m . I 




-^1 te Si A ool ~jl CTil cnl->l col ^••' 



^ B fi 



I 






m 



6. ^teigtr, ^tb |Torh. 



Reffelt's Fractional Frame. 



A WHOLE 1 



THIRDS 3 
FOURTHS 4 



FIFTHS 5 



SIXTHS 6 

SEVENTHS 1 

EIGHTHS "8 



NINTHS 9 



TENTHS IC 

TWELFTHS 12 

TWENTYFOURTHS 24 



Fig. 3 




PRICES. 

Eeffelt's Arithmetical Aid. Original Form. Fig. 1 5i ft. hy 4^ ft. . .$20.00 

Packing, extra. . . . 8.00 

do. do. 44 ft. by 3 i ft. . . 15.00 

Packing 2.00 

do. New P^orm. Fig. 2.— 5ft. by 1^ ft 12.00 

Packing 1.25 

Reffelt's Numeral Frame, separate.— 2 ft. 10 inch, by 1 ft. 9 inch 7.00 

(Packing included). 

Reffelt's Fractional Frame, sepaxate. Fig. 3.— 14 inch, by 13 inch 4.00 

Packing 0.50 



<£. Sttiqtr, Jitfa ^ork. 



Eeffelt's Calculating Machine. 

A Simple Machine that -vvill perform 

sun TRJiCTIOJV, 

JflZILTirLIC^TIOJV, and 

Patented Sept. -nth, 18G9, by ?. //. R. Rcffell. 




^. Stciaer, fitbi ihxk 



Ti^2. 




B@» Besides its adaptability to business-purposes, this 
Machine is applicable, as shown on the next pages, to 
Instruction in Schools. 



Price of the Calculating Machine from $2.50 to $4.00. 

Liberal terms to Schools, and to Agents and Canvassers. 

For particulars apply to 

JE*. Steiger, 



(£. Steigir, |\chj §oxk 



H. Keffelt's 

Safcufoting liacmiie in m Scfwof-Jlooin. 



In proportion to the advances of Science, the labors of both 
the teacher and the pupil have increased. Various eiforts 
have consequently been directed, at one and the same time, to 
an improved system of tuition, and a diminution of its toils, for 
the advantage alike of the professor and the scholar. 

This twofold object has not, however, been practically 
achieved in every instance, for it has too often happened that 
an improved method of teaching, while benefitting the pupil, 
has accumulated difficulties in the path of the teacher. In 
times lilvc the present, the instructor is taxed to the utmost, — 
indeed not uncommonly beyond his physical and mental 
strength. Plans are, therefore, in requisition to case the labor 
principally of the teacher and subordinately of the pupil; and 
among the most successful, Mr. Reffelt's recently invented 
Calculating ISIachine establishes an incontestable claim to in- 
genuity and usefulness, as an invaluable aid to instruction 
in Mental Arithmetic. 

By the use of this Machine, the teacher can make the pupil 
add, subtract, multiply and dii^e, without himself testing 
every petty detail involved in such calculations; for while pre- 
senting the problem to the pupil, he has to look only to the 
Machine for its solution. Thus, should he wish a column of 
figures to be added up mentally, he calls out the numerals to 
the pupil, and, when he calls out the last numeral, the infallible 
answer stands registered before him. 

To illustrate the extreme ease and simplicity with which 
the Machine operates, let the teacher, blindfold if he likes, in- 
sert the style in any hole, which may e. g. chance to be at 
14; let him call out this corresponding number (14) to the 
pupil, and then bring the style, inserted in the hole, down 



6. Singer, gehi forlv 



against the bar- to zero; — next let him re-insert the style, per- 
chance, at 16, calling out that number to be added to the fore- 
going, and bringing the hole down to zero; — lastly let him 
again insert the style, say, at 15, repeating the previous pro- 
cess:— the instant he has done so, the Machine will register the 
correct total = 45, without any more labor on the part of the 
teacher. And so on with any numerals selected or taken at 
random; the teacher utters his word of command, and by a 
simple manipulation the Machine obeys and registers invariably 
the true result. 

In this simple and certain manner, the teacher has the 
great advantage of sparing himself all exertion whatever in 
that mental calculation which belongs to the pupil, and he can 
devote the time and labor so economized to a closer attention 
to discipline; luhile his intellectual faculties not having been 
called into play, are as fresh and as free as at starting, to 
enter upon a succeeding lesson. Young teachers, in parti- 
cular, who have not yet acquired sufficient facility and cer- 
tainty in Mental Arithmetic, will find this Machine a great 
desideratum. 

With equal ease and inerrancy, this Machine is adapted to 
subtraction, multiplication and division, as is shown in a 
readily inteUigible explanation printed on the disks; and as a 
' Ready Reckoner' it will prove a boon in every counting- 
house. 

To expatiate on the manifold advantages of the Machine, 
would carry us beyond due limits: a trial would soon make 
them manifest to every teacher. The Inventor, having him- 
self had thirty-seven years' successful experience in education, 
may be presumed fully to understand whatever is most needed 
and best adapted to educational purposes. 

The Calculating Machine is, therefore, confidently re- 
commended to all teachers; its use would in a very sliort time 
demonstrate how effectually and readily their task may be 
lightened, and the interest of their important calling promoted. 



(g. Sttiger, ^tto ^orh. 






Relief-Globes, 



Indestriactible G lobes. 



Maps in Relief, &c. 



BD 225 



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OOBBS BROS. 






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. UUHBSBROS. 'o . * * ,G O • 

ST. AUGUSTINE 1 ^ 

-^^■^m FLA k'^ '^ » 



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